The author wrote their master's thesis in isiXhosa, their mother tongue, which presented several challenges. First, there was inadequate supervision available in isiXhosa. Second, the written vocabulary and terminology in isiXhosa were still being standardized. Third, the university was unprepared to handle examination and approval of a thesis in a language other than English. While the author succeeded in completing the thesis, they had to compromise their original vision of writing in a way that captured the full expressiveness of isiXhosa in order to meet academic standards. The experience highlighted issues with supporting the use of African languages for academic writing.
This document summarizes an integrated reading and writing course designed for first-year Arab EFL students at a teacher training college in Israel. The course aimed to help students write more freely and fluently while exposing them to English literature. Students were required to read short stories, poems, and novels, and complete reading logs and worksheets on the texts. They also wrote weekly paragraphs and monthly journals, and received feedback on multiple drafts through peer review and the instructor. Activities included free writing, discussing readings, and analyzing common errors to improve writing skills. The goal was to develop students' writing through an integrated approach combining reading, writing, and communicative exercises.
This document summarizes research on using students' L1 (Spanish) in L2 (English) classrooms in Puerto Rico. It finds that both students and teachers support limited use of Spanish to explain concepts, check comprehension, and help students feel comfortable. While exclusive L2 use forces output, judicious L1 incorporation affirms students' identity and facilitates learning through cross-linguistic awareness. Overall, the research suggests Spanish has a role to play in English classes to support students' language development and affective state.
This document summarizes the benefits of using short stories in English as a foreign language (EFL) instruction. It outlines that short stories help students learn and reinforce the four skills of listening, speaking, reading and writing. They also allow teachers to introduce literary elements, teach culture, and develop higher-order thinking skills. The document provides examples of activity types for each skill and educational benefit. It advocates selecting stories that suit students' language levels and interests to maximize motivation and comprehension.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
English Pedagogy in One-shot by Himanshi Singh.pdfsalonirajpoot7
The document provides an overview of key concepts in English pedagogy and language teaching, including:
1. It discusses different forms of language like oral, written, and sign language and concepts like phonology, morphology, syntax, and language families.
2. It explains the differences between language acquisition vs learning, and theories around language acquisition by Chomsky, Skinner, Piaget, and Vygotsky.
3. It covers language skills, methods of teaching English like direct method and grammar translation, and concepts like multilingualism, bilingual education, and the three language formula in India.
The document discusses an English as a foreign language teacher's experience designing and teaching a course on intercultural communication. It describes how the teacher initially felt unprepared but developed the course over time. The key goals of the course are to: 1) investigate definitions of culture, 2) explore students' own cultural identities, 3) examine verbal and nonverbal cultural influences on communication, and 4) develop cultural understanding and empathy. Various teaching approaches are used, including cultural awareness activities, theoretical frameworks, projects collaborating with other institutions, and reflection on intercultural experiences. The teacher finds the course an ongoing challenge but rewarding way to incorporate new perspectives into language education.
This document summarizes an integrated reading and writing course designed for first-year Arab EFL students at a teacher training college in Israel. The course aimed to help students write more freely and fluently while exposing them to English literature. Students were required to read short stories, poems, and novels, and complete reading logs and worksheets on the texts. They also wrote weekly paragraphs and monthly journals, and received feedback on multiple drafts through peer review and the instructor. Activities included free writing, discussing readings, and analyzing common errors to improve writing skills. The goal was to develop students' writing through an integrated approach combining reading, writing, and communicative exercises.
This document summarizes research on using students' L1 (Spanish) in L2 (English) classrooms in Puerto Rico. It finds that both students and teachers support limited use of Spanish to explain concepts, check comprehension, and help students feel comfortable. While exclusive L2 use forces output, judicious L1 incorporation affirms students' identity and facilitates learning through cross-linguistic awareness. Overall, the research suggests Spanish has a role to play in English classes to support students' language development and affective state.
This document summarizes the benefits of using short stories in English as a foreign language (EFL) instruction. It outlines that short stories help students learn and reinforce the four skills of listening, speaking, reading and writing. They also allow teachers to introduce literary elements, teach culture, and develop higher-order thinking skills. The document provides examples of activity types for each skill and educational benefit. It advocates selecting stories that suit students' language levels and interests to maximize motivation and comprehension.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
English Pedagogy in One-shot by Himanshi Singh.pdfsalonirajpoot7
The document provides an overview of key concepts in English pedagogy and language teaching, including:
1. It discusses different forms of language like oral, written, and sign language and concepts like phonology, morphology, syntax, and language families.
2. It explains the differences between language acquisition vs learning, and theories around language acquisition by Chomsky, Skinner, Piaget, and Vygotsky.
3. It covers language skills, methods of teaching English like direct method and grammar translation, and concepts like multilingualism, bilingual education, and the three language formula in India.
The document discusses an English as a foreign language teacher's experience designing and teaching a course on intercultural communication. It describes how the teacher initially felt unprepared but developed the course over time. The key goals of the course are to: 1) investigate definitions of culture, 2) explore students' own cultural identities, 3) examine verbal and nonverbal cultural influences on communication, and 4) develop cultural understanding and empathy. Various teaching approaches are used, including cultural awareness activities, theoretical frameworks, projects collaborating with other institutions, and reflection on intercultural experiences. The teacher finds the course an ongoing challenge but rewarding way to incorporate new perspectives into language education.
This document discusses the experiences of 6 researchers conducting multilingual research on small languages. It summarizes:
1) One researcher followed the discursive journeys of participants due to a multicultural background speaking multiple languages.
2) Another found that a shared Spanish language among students was highly coded, using single phrases for varied emotions.
3) A researcher found participants had broad linguistic understandings transcending individual languages from their diverse experiences.
4) Negotiating between the researcher's agenda and participants' perspectives could make the researcher feel foreign, despite sharing a language and nationality with participants.
5) Speaking the shared language of participants didn't guarantee familiarity, as lives in a new
Problem and Prospect of Using Literature to Teach Writing in English as a Sec...inventionjournals
This conceptual paper intends to evaluate the problems and prospects of teaching English language skills particularly writing skill through literature. The importance of literature in language teaching will also be of emphasis in the paper. However, the poor performances of students in English language in both internal and external examinations, low quality of education all over the world prompt educationists and teachers of language to think and develop innovative approaches for teaching the language. In view of this, this author decides to see how literature can be used to enhance students’ knowledge of the language and as a way of developing knowledge of writing skill as innovation in language teaching. Therefore, this paper will look at the problem and prospect of teaching literature in higher institutions as a way of enhancing English language learning
On Teaching Beginning Reading With Different OrthographiesCharles Temple
The document discusses whether the approach to teaching beginning reading depends on the language and orthography being taught. It describes the author's observations about teaching reading in Kiswahili in Tanzania, noting that Kiswahili has a transparent orthography but is agglutinative, and questioning whether stressing phonemes and phonics as promoted by the US National Reading Panel is the best approach. It raises concerns that the Tanzanian government has committed significant resources to training teachers in this approach without clear evidence it is most effective for Kiswahili.
The document discusses different perspectives on language acquisition from four sources. The first source talks about first and second language learning processes. The second source discusses how a first language can interfere with second language acquisition, with stronger influences on word order and translations. The third source discusses first language acquisition being related to innate cognitive abilities and the environment. It also discusses the effect of emotions like anxiety and boredom on second language learning. The fourth source says written language is secondary and must be learned rather than acquired like oral language. Overall, the sources show language is innate but abilities vary, and the first language and emotions can impact second language learning.
American English Essays
Standard English Essay
English in My Life Essay
My English 101 Experience
Black English Essay example
College English Reflection
English Essay Example
Short Stories To Write Ideas - Pagspeed. Online assignment writing service.Andrew Parish
This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if pleased. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work. The service aims to provide original, high-quality content through a bidding system and revision process.
Jacksonville- Michele Norris Communications And The Media DietAndrew Parish
The document discusses the benefits of the minimum legal driving age. It begins by stating that the minimum legal driving age should not be increased to 18 because that would not help decrease the rate of teen accidents. While some argue accidents caused by teens justify a higher age, the document counters that maturity levels vary and delaying licensure could reduce overall experience and skills. Restricting mobility may also restrict opportunities for work, education and independence. Raising the age could even have unintended consequences of increased risk-taking.
020 Rubrics For Essay Example Writing High School English ThatsnotusAndrew Parish
The document provides instructions for requesting writing assistance from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and ensure it meets expectations before authorizing payment. 5) Request revisions until satisfied with the work. The website promises original, high-quality content and refunds for plagiarized work.
Case Study Sample Paper. A Sample Of Case Study AnaAndrew Parish
This document discusses the tension between liberty and social order that governments face. It notes that while the US strongly values individual freedoms as outlined in the Declaration of Independence, maintaining security and social order can be challenging. The paper will examine problems that the US and other nations encounter in balancing civil liberties with the need for social control and stability.
Need Help To Write Essay. 6 Ways For Writing A Good EAndrew Parish
Dr. Daniel Kendall is an experienced interventional pain medicine specialist with over 17 years of experience treating patients at National Spine and Pain Centers in Virginia, having previously served as chief fellow of pain management at Johns Hopkins Hospital and completed his residency in anesthesiology at Northwestern University Medical School. The document outlines Dr. Kendall's educational background and experience in fields like anesthesiology and pain management, as well as his role in treating patients and educating others in his specialty.
Buy Essay Paper Online Save UPTO 75 On All Essay TypesAndrew Parish
This document discusses how hip hop has globalized and what is considered "real" hip hop in South Korea. It focuses on four hip hop groups from South Korea: Epik High, Dynamic Duo, Drunken Tiger, and Soul Company. One member of Drunken Tiger, Tiger JK, was raised in Los Angeles and experienced localized hip hop there as well as in South Korea. He began writing lyrics to promote peace and harmony in hip hop rather than promote Korean stereotypes. The study found that South Korean hip hop artists practice a form of "glocalization," incorporating both global hip hop elements and local Korean culture and concepts into their music.
Esayy Ruang Ilmu. Online assignment writing service.Andrew Parish
This document provides instructions for requesting writing assistance from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline and sample work.
3. Writers will bid on the request and the client can choose a writer based on qualifications.
4. The client will receive a paper and can request revisions if needed at no cost.
5. HelpWriting.net promises original, high-quality content and refunds are offered for plagiarized work.
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The document discusses how websites like HelpWriting.net allow students to request that research papers and essays be written for them. The process involves creating an account, submitting a request with instructions and deadline, reviewing bids from writers, selecting a writer, and authorizing payment. Students can request revisions until satisfied. While the site promises original, high-quality content, there are concerns about plagiarism. The summary provides the key steps in the process for getting papers written by the site.
A For And Against Essay About The Internet LearnEAndrew Parish
The Czech Republic has a population of over 10 million people and its capital and largest city is Prague, known for its historic Old Town Square and Charles Bridge. The Czech economy relies heavily on exports of machinery and transport equipment and has a GDP per capita that is higher than the European Union average. While the Czech Republic has a developing market economy, it faces challenges from an aging population and lack of skilled labor.
How To Write A 300 Word Essay And How Long Is ItAndrew Parish
This document provides instructions for writing a 300-word essay and describes the 5 step process for getting writing help from HelpWriting.net. The steps include 1) creating an account, 2) completing an order form with instructions and deadline, 3) reviewing writer bids and choosing one, 4) reviewing the completed paper and authorizing payment, and 5) requesting revisions until satisfied. The document also provides a sample 300-word essay on the poem "When You Are Old" by William Butler Yeats as an example.
Writing Paper - Printable Handwriti. Online assignment writing service.Andrew Parish
Here is a draft mission statement for the First Christian Methodist Episcopal Church:
The mission of the First Christian Methodist Episcopal Church is to spread the love of God and teachings of Jesus Christ through worship, fellowship and service. We strive to:
- Provide a welcoming community where all people can experience the joy, hope and love found in a personal relationship with God.
- Lead worship services that are spiritually uplifting, encourage faith development and inspire members to live according to Christian principles.
- Offer educational and fellowship programs that nurture spiritual growth, build connections between members and integrate new visitors into our church family.
- Conduct outreach ministries that share the gospel message, support those in need and work to
008 Cause And Effect Essay Examples For College OutlAndrew Parish
The document discusses the steps involved in requesting and receiving assistance with an assignment from the website HelpWriting.net. It outlines the 5-step process: 1) Create an account and provide contact details. 2) Complete an order form with instructions and deadline. 3) Review bids from writers and select one. 4) Receive the completed paper and approve payment. 5) Request revisions if needed, as revisions are free through the service. The website aims to provide original, high-quality content and offers refunds if work is plagiarized.
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The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email; 2) Complete a 10-minute order form with instructions, sources, and deadline; 3) Review bids from writers and choose one based on qualifications; 4) Review the paper and authorize payment if pleased; 5) Request revisions until satisfied. It emphasizes original, high-quality work and refunds for plagiarism.
Art Essay Topics. Online assignment writing service.Andrew Parish
The document provides instructions for creating an account and submitting an assignment request on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
Research Proposal. Online assignment writing service.Andrew Parish
The document discusses accounting irregularities at Green Mountain Coffee Roasters from 2007-2010 that resulted in overstated inventory, revenues, and net income in violation of GAAP. Specifically, Green Mountain overstated inventory by $7.6 million, under-accrued incentive programs by $1.4 million and over-accrued them by $700,000, for a net overstatement of income of $700,000. This allowed the company to report record profits and growth while paying high dividends to investors during this period.
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This document discusses the experiences of 6 researchers conducting multilingual research on small languages. It summarizes:
1) One researcher followed the discursive journeys of participants due to a multicultural background speaking multiple languages.
2) Another found that a shared Spanish language among students was highly coded, using single phrases for varied emotions.
3) A researcher found participants had broad linguistic understandings transcending individual languages from their diverse experiences.
4) Negotiating between the researcher's agenda and participants' perspectives could make the researcher feel foreign, despite sharing a language and nationality with participants.
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Problem and Prospect of Using Literature to Teach Writing in English as a Sec...inventionjournals
This conceptual paper intends to evaluate the problems and prospects of teaching English language skills particularly writing skill through literature. The importance of literature in language teaching will also be of emphasis in the paper. However, the poor performances of students in English language in both internal and external examinations, low quality of education all over the world prompt educationists and teachers of language to think and develop innovative approaches for teaching the language. In view of this, this author decides to see how literature can be used to enhance students’ knowledge of the language and as a way of developing knowledge of writing skill as innovation in language teaching. Therefore, this paper will look at the problem and prospect of teaching literature in higher institutions as a way of enhancing English language learning
On Teaching Beginning Reading With Different OrthographiesCharles Temple
The document discusses whether the approach to teaching beginning reading depends on the language and orthography being taught. It describes the author's observations about teaching reading in Kiswahili in Tanzania, noting that Kiswahili has a transparent orthography but is agglutinative, and questioning whether stressing phonemes and phonics as promoted by the US National Reading Panel is the best approach. It raises concerns that the Tanzanian government has committed significant resources to training teachers in this approach without clear evidence it is most effective for Kiswahili.
The document discusses different perspectives on language acquisition from four sources. The first source talks about first and second language learning processes. The second source discusses how a first language can interfere with second language acquisition, with stronger influences on word order and translations. The third source discusses first language acquisition being related to innate cognitive abilities and the environment. It also discusses the effect of emotions like anxiety and boredom on second language learning. The fourth source says written language is secondary and must be learned rather than acquired like oral language. Overall, the sources show language is innate but abilities vary, and the first language and emotions can impact second language learning.
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Black English Essay example
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This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if pleased. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work. The service aims to provide original, high-quality content through a bidding system and revision process.
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The document discusses the benefits of the minimum legal driving age. It begins by stating that the minimum legal driving age should not be increased to 18 because that would not help decrease the rate of teen accidents. While some argue accidents caused by teens justify a higher age, the document counters that maturity levels vary and delaying licensure could reduce overall experience and skills. Restricting mobility may also restrict opportunities for work, education and independence. Raising the age could even have unintended consequences of increased risk-taking.
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3. Writers will bid on the request and the client can choose a writer based on qualifications.
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Here is a draft mission statement for the First Christian Methodist Episcopal Church:
The mission of the First Christian Methodist Episcopal Church is to spread the love of God and teachings of Jesus Christ through worship, fellowship and service. We strive to:
- Provide a welcoming community where all people can experience the joy, hope and love found in a personal relationship with God.
- Lead worship services that are spiritually uplifting, encourage faith development and inspire members to live according to Christian principles.
- Offer educational and fellowship programs that nurture spiritual growth, build connections between members and integrate new visitors into our church family.
- Conduct outreach ministries that share the gospel message, support those in need and work to
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The document discusses the steps involved in requesting and receiving assistance with an assignment from the website HelpWriting.net. It outlines the 5-step process: 1) Create an account and provide contact details. 2) Complete an order form with instructions and deadline. 3) Review bids from writers and select one. 4) Receive the completed paper and approve payment. 5) Request revisions if needed, as revisions are free through the service. The website aims to provide original, high-quality content and offers refunds if work is plagiarized.
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4. Ensure the paper meets expectations and authorize payment
5. Request revisions until fully satisfied with the quality of content
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Lovely Imposition The Complexity Of Writing A Thesis In IsiXhosa
1. 1
A lovely imposition: The complexity of writing a thesis in isiXhosa
Somikazi Deyi
This chapter reports on my experiences as a postgraduate student writing a masters’
thesis in isiXhosa, my mother tongue. South Africa’s Language Policy for Higher
Education (Ministry of Education, 2002) provides students, particularly second language
speakers of English, with the option of writing in their mother tongue. Section 6 of the
policy reads as follows: ‘The challenge facing higher education is to ensure the
simultaneous development of a multilingual environment in which all our languages are
developed as academic/scientific languages, while at the same time ensuring that the
existing languages of instruction do not serve as a barrier to access and success.’ It was
hoped that the policy would help to enhance overall academic performance and improve
outputs at postgraduate level. While the policy may work reasonably well for students
studying African languages or African literature, for those like me, who attempt to write
in their mother tongue in other disciplines, it can be a struggle.
My master’s thesis looked at the teaching and learning of mathematics using isiXhosa to
formulate equivalents of concepts that seemed to create difficulties for learners. Writing
my thesis in isiXhosa presented a number of challenges: first, the supervisory pool was
inadequate to provide the necessary supervision of my thesis; second, the written
vocabulary is still being standardised and terminology is still being developed; third, the
issue of external examination had not been thought through and this delayed my
graduation. Although I succeeded in writing a thesis in isiXhosa, and graduated in 2007,
facing these challenges meant that I had to compromise some of my original hopes and
dreams about how I wanted to write.
2. 2
In planning this chapter, I first wrote an account of my experience and then engaged in
face-to-face conversations with the volume editors – both past lecturers of mine.
Additional dimensions of meaning associated with my experiences emerged during our
conversations. Thus, drawing on the notion of a ‘dual archive’ (Bowker, 2008), the
volume editors argued that my spoken account could act as a ‘trace archive’ – a reservoir
of experiential knowledge that could complement my written account, and serve to better
illustrate what happened, and why I was unable to write the thesis in the way I had
originally hoped. This chapter is therefore a combination of two accounts: an edited
version of my original account of the experience, interwoven with thoughts that surfaced
in conversation with one of the book editors, who helped me to reflect further on aspects
of my written account.
African languages and academic writing
The intellectualisation of African languages has been an issue of debate for some time.
Many scholars claim that African languages do not have enough terminology to function
as languages of academic proficiency but little has been done to assess this empirically.
Scholars such as Vygotsky (1962) and Alexander (1989) have contended that learning in
one’s mother tongue during the first six years of schooling forms a strong foundation for
conceptual development and that, once learners are able to conceptualise and think
critically in their mother tongue, they are in a position to perform better in an additional
language. Writing in the popular media, Emeritus Professor of African Languages at the
University of Cape Town, Sandile Gxilishe, (2002) argues that learning in one’s mother
tongues has cognitive advantages, and adds depth, meaning and value to education. Thus
for me, deciding to write my thesis in an African language was partly an attempt to
3. 3
contribute to the debate as to whether African languages can be used as languages of
academic writing.
Context and motivation for writing a thesis in my mother tongue
I have long had an interest in working with languages, not just as tools of enquiry but also
as tools for change. I grew up writing, and have always seen writing as one of the gifts
that I was born with. I also loved reading and was attracted to literature at a very young
age. I would see a tree and I would write about it. I would compose a poem and a short
story on each subject of interest. If I had had the opportunity, I would probably have
published about ten books by the time I reached Grade 5 at school as I was writing
constantly. I loved writing to the extent that I felt language was part of my breathing.
Writing comes from within, and I had that fire within me all the time. I created topics to
write about, putting stories together about anything that touched me.
After I completed my first degree, I worked for the National Language Project for a
period of six years. NLP was an NGO that existed in South Africa’s Western Cape
province from the late 1980s to the mid 1990s. It was set up to promote African
languages, and particularly isiXhosa, which was marginalised in the Western Cape at the
time. The organisation’s aim was to lobby for isiXhosa to attain equal status with English
and Afrikaans in educational, political and commercial contexts. My work convinced me
that one’s mother tongue is capable of mediating any kind of concept. When I started
working at NLP, there was no language policy encouraging the use of African languages
in teaching and learning, particularly in higher education. The argument was that there
was not enough terminology and vocabulary in African languages to make them useful as
4. 4
academic languages. Some of the leading sceptics were themselves mother-tongue
speakers of isiXhosa, who had high regard for research in African languages, yet they
dismissed the effectiveness of writing in their mother tongue. They saw attempts to prove
otherwise as impractical and ideological, and saw African languages as having no
significance in terms of contributing to scholarship. The more this notion gained
popularity, the more I desired to prove it wrong. I wanted to show that making a scholarly
contribution in an African language could be done, and this developed into a personal
agenda.
Although I had a desire to showcase the potential of African languages to be exploited as
languages of scientific engagement, there was initially no opportunity for me to do this.
However, after I completed the coursework for my master’s degree, and began to work
towards my thesis, my supervisor (an educationalist whose mother tongue is English)
asked me to consider writing my thesis in isiXhosa, my mother tongue. He had a number
of reasons. First he was concerned about my ability to write in English in an acceptably
academic manner, and said he thought I might not succeed in obtaining my master’s if I
submitted it in English. Initially this made me angry because, as a supervisor, he had
offered me no assistance with my writing. He seemed to simply assume that students who
got to master’s level would know how to write a thesis. However, instead of feeling
unworthy, I saw this as the opportunity I had been waiting for – to explore using my
mother tongue to write about the use of isiXhosa in teaching and learning mathematics.
In other words, his suggestion promised to provide a platform for what I had always
wanted to do, and so I readily agreed to it.
5. 5
My supervisor’s second motive was that he, too, wanted to prove that African languages
have the potential to be used for academic purposes. He wanted to show that, even
though he does not speak an African language, he was right about the capacity of African
languages, and that someone was willing to write in isiXhosa in a scientific field.
Although his understanding was that I was going to write in isiXhosa because he found
my written English problematic, we also planned to use the data collected to write a paper
for a language conference showing how, for isiXhosa speakers, learning mathematics
concepts in isiXhosa improves their understanding. Indeed the process led to conference
papers, and eventually a book on understanding mathematics and science concepts in
isiXhosa.i
Being a co-author on these papers and publications helped me discard all the
negativity accompanying the initial suggestion.
Two supervisors: a complex space in which to manoeuvre
It was agreed that I would write my thesis in isiXhosa on condition that I had two
supervisors: the primary supervisor (an English speaker and educationalist) would act as
the research overseer (content supervisor) of the study, and a secondary supervisor (an
isiXhosa speaker and African languages specialist) would advise on, and make
judgements, about the language used. The plan was that each chapter would be written in
isiXhosa and then summarised in English. The task appeared laborious but I wanted to do
it.
The process never seemed to work as planned, however. Much of the supervision,
including of the content, was left to the secondary supervisor, as it was virtually
impossible to discuss language devoid of content. As an African-language expert working
6. 6
with the thesis, he needed to understand the depth of the content. This meant that I
generally received two sets of feedback. This became a bit much, and I had to carve out a
space in which I could work independently. I would think hard about both sets of
feedback and decide whether I should use all the feedback given or accept certain aspects
and discard others. This was especially the case where the two supervisors addressed the
same issues very differently. Instead of getting frustrated, I found that receiving two sets
of feedback actually gave me some latitude to make my own decisions. My primary
supervisor could not check the isiXhosa version to see whether I had followed through on
his recommendations, and realising that opportunities for surveillance were diminished in
this case, I was able to achieve a degree of agency that I might not have enjoyed
otherwise.
Scientific writing, language standardisation and silencing the breath and movement
of a language
I wanted my thesis to conform to the criteria set for scientific studies because I wanted to
show that African languages can be useful in any scientific field. My secondary
supervisor (the language expert) was also keen to prove that isiXhosa could be used for
scientific discourse, but he did not always approve of the manner in which I wrote. His
words were: ‘I don’t want this to be a fashionable thing, I want it to be something you
can feel good about and be proud of once it is done. At the end you should be proud of
yourself especially when the next person reading it is able to see the scientific
engagement.’ These words were encouraging. It occurred to me that since mine was the
first such study of mathematics to be written in isiXhosa, the secondary supervisor
wanted to ensure that the norms of western scientific-writing were maintained for the
7. 7
sake of his reputation (as both a proud isiXhosa speaker and as an academic supervisor). I
assume he did not want my qualification to be viewed as having been ‘given away’
simply because it was written in isiXhosa.
I pleaded with him not to cut out certain issues, but he explained that the study was
intended for mathematics teachers and that we should focus on them. The study was not
about my feelings and we were definitely not trying to create anything other than a
scientific study in isiXhosa. It soon became clear that the thesis was not about what I
liked but about the requirements of academic writing. So I had to stick to that.
The difficulties were made even more complex by the fact that isiXhosa language
scholars appeared not to agree on certain terms and concepts. While I was writing the
thesis, several language bodies and groups of scholars,ii
were busy debating and
developing technical terminology in African languages, and debating the appropriateness
of the existing terms across various learning areas in an attempt to standardize the written
forms of South Africa’s nine official African languages. In this context, it was important
for me to tread carefully around use of terms, concepts, and the language itself. Each term
used in the thesis had to undergo intense scrutiny related to its etymology, and the
contexts within which it was used, before my supervisor and I could agree on whether it
was appropriate or not to use in teaching.
If I had had my way I would have brought in many more proverbs and idioms. In
isiXhosa, one never makes a point very precisely in the first instance. Instead, many
examples are presented, using different forms of the language, and many synonyms are
used to explain the issue at hand. The use of idioms and synonyms in African languages
is generally known to give spoken or written isiXhosa a ‘rich effect’. Even if one is
8. 8
writing something scientific, there is a tendency, when elaborating on an issue, to borrow
from poetic styles of expression to put an idea across. For me, writing in an African
language has rhythm, almost like a voice, a sound. It has breath, and one can feel the
breath of the language moving from deep within. This movement of the language seems
important to me, and made it very difficult for me to cut the text.
The academy does not easily allow this particular way of doing things, however. Drawing
on predominant isiXhosa culture and genres through, for example, the use of synonyms
for emphasis, tends to be judged as repetitious when seen through the lens of western
scientific modes of writing. In English, an idea tends to be conveyed once, and repetition
is ‘not allowed’. The tensions involved in moving from a poetic to a more rhetorical
genre required many drafts of me before it was deemed to have reached a form that was
satisfactory for an academic thesis.
My secondary supervisor constantly reminded me that we were using the language as a
vehicle and not as an end in itself. He kept saying that I needed to forget about the lovely
language patterns that are characteristic of isiXhosa, and rather maintain a scholarly,
academic style of writing. The thesis had to be flawless and squeaky clean, and contain
nothing that might make it unfit for academic purposes. Although he shared my burning
desire to showcase an African language functioning as an academic language, he argued
that there were norms and standards that had to be maintained if I was to attain academic
success. Maintaining these standards seemed to be his way of minimising the risk of
failure, so I had to adhere to the advice he offered. Often, I tried to leave in some of the
writing he suggested I should remove, but he had a very fine eye and was thorough with
9. 9
every chapter. I was caught out several times. I would simply say, ‘I thought you
wouldn’t notice that,’ and then do as I was told.
The process made me aware that a postgraduate thesis does not belong to the student at
all, but is determined by the audience it is intended for (the external examiner and other
possible readers). The supervisors made me aware that the people out there should see no
fault with my study, my use of language or my style of writing. I finally understood that I
had to cut all evidence of my emotions out of the study. This was a struggle, but
apparently it had to be done for the benefit of the audience – in other words for the sake
of the supervisors’ reputations, those of the examiners, and of the academy itself, I
wanted to push the boundaries, but found that this could not be done. To keep things
simple one had to comply with the supervisors although I was tempted to write the thesis
in the way that felt significant to me. Initially I thought I could challenge the process
because there seemed to be little point in using isiXhosa if it was going to be denied its
naturalness. However, it became clear that the supervisor was bound by standard
academic writing norms, so I had to refrain and do as advised.
However, removing the characteristics of the language meant that there were times when
it did not feel as if I was actually writing in isiXhosa. Removing my feelings for the
language meant that all intimacy was lost. In fact, the process defeated what I imagined
could be achieved by writing in my mother tongue. I wanted to write in a way that
included all the ingredients that make isiXhosa the beautifully rich and creamy language
that it is, to exploit its full potential. Unfortunately scientific discourse had to be observed
and this left little space for what I wished to do. I must say that I still see this as a loss.
10. 10
Administrative bungles
Despite the difficulties, writing a thesis in isiXhosa proved doable until it became clear
that there were administrative issues that the institution had not thought through or
communicated clearly to my supervisor or the administrative staff of the department.
Firstly, if a student plans to write a thesis in a language other than English, the
department in which the thesis originates has to notify the faculty. In my case, this did not
happen until I was ready to submit my thesis. I then had to withdraw my work until these
issues were sorted out. Secondly, it seems the few examiners are qualified to evaluate
work the field of language as it is used across a school curriculum. Most of the available
examiners were isiXhosa lanaguage specialists, but none were expert in the issues related
to teaching mathematics through isiXhosa. Looking for a suitable external examiner took
a long time. Eventually, I even asked if I could submit the thesis in English because of
the cost I was incurring by having to continually reregister as a student. Luckily this was
not necessary in the end, but it took me a few years to pay off the fees incurred. Clearly,
institutions should explore all the necessary requirements before encouraging students to
write in languages other than those that are mainstream within the organisation.
A case for retaining the rich and creamy nature of language in scientific texts
I conclude this chapter by reflecting on lessons for supervisors and postgraduate
pedagogy. There is a need to encourage scholars to explore the possibility of using the
beautifully rich and creamy nature of their languages. In relation to isiXhosa, this
richness tends to be displayed best when one is writing without boundaries. It is crucial to
point out that this does not mean removing or ignoring scientific norms and standards.
11. 11
But when writing is confined to western scientific ways of using a language, much is lost.
The ‘being of the language’ can be jeopardized in order for a writer to meet the standards
of academic writing. It felt to me like taking a part of myself right away.
This raises the question of whether there has ever been a thorough discussion among
higher-education authorities about accepted thesis formats. This question should have
been proactively explored before the implementation of the language policy in education
(Ministry of Education, 2002) It is extremely difficult to write in an African language
and, at the same time, use methods of argumentation that are foreign to that language.
Confining the thesis to scientific writing standards created a cold distance between me
and my own words; I had to totally remove myself from the study. This was a challenge
because African languages are essentially intimate, emotional and absolutely spiritual. As
noted earlier, expanding on a point by using excessive emphasis, bringing in idioms or
recalling what a great speaker once said on the topic is normal in isiXhosa, even though
this is considered repetitious in western scientific discourse.
The issue of postgraduate writing needs further discussion. The dilemma for me is that it
is supposed to be the student’s work but, at the same time, the process of thesis writing
does not appear to be intended for benefit of the student but for someone else. If the
writing was the student’s, it would pose the student’s questions, answer those questions,
and the findings would convey the student’s particular message or argument. What is
clear to me is that, as a student, one can claim only limited ownership of one’s own study.
I can, however, claim that I achieved some of my aims in writing the thesis in isiXhosa.
As a result of the study I have been involved in programmes that seek to promote the use
of African languages in learning and teaching, and particularly in teaching concepts that
12. 12
English second language students tend to grapple with. I have also co-authored a book on
the teaching of mathematics using isiXhosa, thus sharing knowledge and enhancing
broader understandings.
References
Alexander N. (1989) Language Policy and National Unity in South Africa/Azania. Cape Town:
Buchu Books.
Bowker. M.H. (2008) Albert Camus and the political philosophy of the absurd. Dual
Archives of General Psychiatry 16 (3) 268–280.
Gxilishe, S. (2002) Language the determinant of a child’s success in education. Cape Argus,
19 June, p. 14.
Ministry of Education (South Africa) (2002). Language Policy for Higher Education. Online
document: http://www.dhet.gov.za/
Vygotsky, L. (1962) Thought and Language. Cambridge, MA: MIT Press.
Notes
i Understanding Concepts in Maths and Science: A Learner's and Teacher's Resource Book,
on which I was a co-author, was published by Maskew Miller Longman, Cape Town, in
2005.
ii These organisations included the South African government’s Department of Arts and
Culture, the Pan South African Language Board, and the Project for the Study of
Alternative Education in South Africa, to name just a few.