Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades

This study looked at the requirements - evaluative criteria - for transactional writing as they are specified for the Grade 11 level in current curriculum policy. Finding that the requirements are poorly specified, or weakly framed, the study addressed the question of what criteria teachers draw on in assessing transactional writing if not criteria offered by the curriculum.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2012

Author dc:creator

• Kruger, Jared James

Advisor dc:contributor.advisor

• Hoadley, Ursula Kate

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/12061

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/12061