Search

Home > Publications

Publications

About

The following is an alphabetical listing of research publications by LDG members.

Journal articles

Archer, A. 2014. Multimodal pedagogies and access to higher education. South African Journal of Higher Education. 28, 3. 1123 – 1131. (SA DoE)

Archer, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse. 5, 1.106 - 116. OI:10.1080/19463014.2013.859842.

Archer, A. 2012. Writing as Design: Enabling access to academic discourse in a multimodal environment. South African Journal of Higher Education. 26, 3 . 411 - 421. (SA DoE).

Archer, A. 2011. Cip-art or Design: Exploring the challenges of multimodal texts for Writing Centres in Higher Education. Southern African Linguistics and Applied Language Studies. 29, 4. 387 - 399. http://dx.doi.org/10.2989/16073614.2011.651938 (S A DoE).

Archer, A. and Stent, S. 2011. Red socks and purple rain: the political uses of colour in late apartheid South Africa. Visual Communication. 10, 2. 115 - 128. (IBSS)
http://vcj.sagepub.com/content/10/115 [link outdated]

Archer, A. 2011. Dealing with Multimodal Assignments in Writing Centres. The Writing Lab Newsletter. 35, 9/10. 10 - 13.
http://writinglabnewsletter.org

Archer, A. 2010. Challenges and potentials of Writing Centres in South African tertiary institutions. South African Journal of Higher Education. 24, 4. 495 - 510. ISSN: 1011-3487.

Archer, A. 2010. Shamanism and Science: Reciprocal curriculum as transformative. Education as Change. 14, 1. 61 - 75. ISSN: 1682-3206.

Archer, A. 2009. Invisible landscapes: Students' constructions of the social and the natural in an engineering course in South Africa. Social Dynamics. 35, 2. 258 - 275. ISSN: 0253-3952.

Archer, A. 2008. Investigating the imp act of Writing Centre intervention on student writing at UCT. South African Journal of Higher Education. 22, 2. 248 - 264. ISSN: 1011-3487.

Archer, A. 2008. Cultural studies meets academic literacies: exploring students' resources through symbolic objects. Teaching in Higher Education. 13, 4. 383 - 394. ISSN: 1356-2517.

Archer, A. 2008. The place is suffering': enabling dialogue between students' discourses and academic literacy conventions in engineering. English for Specific Purposes. 27, 3. 255 - 266. ISSN: 0889-4906.

Archer, A. 2007. The village of my childhood': nostalgia, narrative and landscape in an engineering course in South Africa. The International Journal of Learning. 14, 9. 147 - 154. ISSN: 1447-9494.

Archer, A. 2007. Critical Access to Higher Education: Challenges and Goals for South African Writing Centres. Writing Lab Newsletter. 32, 3. 1 - 6. ISSN: 1040-3779. http://writinglabnewsletter.org/archives/v32/32.3.htm [link broken]

Archer, A. 2007. No goats in the mother city': Using Symbolic Objects to help students talk about diversity and change. English in Education. 41, 1. 7 - 20. ISSN: 0425-0494.

Archer, A. 2006. Change as additive: harnessing students' mutimodal semiotic resources in an engineering curriculum. L. Thesen and E. van Pletzen (eds.) Academic Literacy and the Languages of Change. London: Continuum. 130 - 150. ISBN: 0 8264 8775 0.

Archer, A. 2006. Opening up spaces through Symbolic Objects: Harnessing students' resources in developing academic literacy practices in Engineering. English Studies in Africa. 49, 1. 189 - 206. ISSN: 0013-8398.

Archer, A. 2006. A multimodal approach to academic ‘literacies': problematizing the visual/verbal divide. Language and Education. 20, 6. 449 - 462. ISSN: 0950-0782.

Archer, A. 2006. A multimodal approach to academic literacy practices. International Journal of Learning. 12, 3. Common Ground Publishers. 213 - 219. ISSN: 1447-9494.

Archer, A. 2005. Access and resistance: challenges of using on-line environments to teach academic discursive practices. Education as Change. December. 9, 2. 74 - 95. ISSN: 1682-3206.

Archer, A. 2000. Communicative Competence Expanded: A 'Multiliteracies' Approach to English Additional Language Teaching. English Academy Review. 17. 83 - 96. ISSN: 1013-1752.

Archer, A. 2000. The Rural Village Intranet: a web-enhanced instruction course on report writing for Engineering students. For Engineering Educators. University of Cape Town: Centre for Research in Engineering Education 4, 2. 3 - 6.

Archer, A. 2000. Improving Student Writing. Sinfree Makoni (ed). Improving Teaching and Learning in Higher Education: A Handbook for Southern Africa. (Adapted from Peggy Nightingale for Southern Africa). Johannesburg: Witwatersrand University Press. 131 - 166. ISBN 1 86814 350 3.

Archer, A., Frith, V., and Prince, R. 2002. A project-based approach to numeracy practices at university focusing on HIV/AIDS. Literacy and Numeracy Studies. 11, 2. 123 -131. ISSN 1441-0559.

Arend, M. 2005. "Disorder of Discourses: ‘Ínsider' and ‘Outsider' Literacy Practices in a Police Station on the Cape Flats, South Africa" in Urban Literacy: Communication, Identity and Learning in Development Contexts, edited by A. Rogers. Hamburg: UNESCO.

Bangeni, B. (2013). An exploration of the impact of students' prior genre knowledge on their constructions of 'audience' in a Marketing course at postgraduate level. English for Specific Purposes. 32(4) 248-257

Bangeni, B. & Greenbaum, L. (2013). An analysis of the textual practices of undergraduate and postgraduate novice writers in Law. Per Linguam, 29(2):72-84.

Bangeni, B. 2009. Negotiating between past and present discourse values in a postgraduate law course: implications for writing. Southern African Linguistics and Applied Language Studies, 27(1): 81-92. ISSN: 1607-3614.

Bangeni, B. & Kapp, R. 2007. Shifting language attitudes in a linguistically diverse learning environment. Journal of Multilingual & Multicultural Development. Vol. 28 (4): 253 -269. ISSN: 0143-4632.

Bangeni, B. & Kapp, R. 2005. Identities in transition: Shifting Conceptions of Home among "Black" South African University Students. African Studies Review, Vol. 8 (3):1-19. ISSN: 0002-0206.

Franchini, P., Van der Merwe, M., Roodt-Wilding, R. 2011. Transcriptome characterization of the South African abalone Haliotis midae using sequencing-by-synthesis. BMC Research Notes, 4:59 (DOI: 10.1186/1756-0500-4-59)

Franchini, P., Slabbert, R., Van der Merwe, M., Roux, A., Roodt-Wilding, R. 2010. Karyotype and genome size estimation of Haliotis midae: estimators to assist future studies on the evolutionary history of Haliotidae. Journal of Shellfish Research, 29(4):945-950

Glaser, M and van Pletzen, E. (equal authorship) 2012. Inclusive education for Deaf students: Literacy practices and South African Sign Language Southern African Linguistics and Applied Language Studies, 30(1): 25-37.

Huang, C. and Archer, A. 2014. Fluidity of modal logics in the translation of manga: the case of Kishimoto’s Naruto. Visual Communication. 13, 4. 471 – 486. DOI: 10.1177/1470357214541746. (IBBS)

Huang, C. and Archer, A. 2008. Discursive constructions of medical students' identities in informal course-based online discussions. Education as Change. 12, 1. 3 - 14. ISSN 1682-3206.

Hutchings, C.M. 2013. "Referencing and identity, voice and agency: adult learners' transformations within literacy practices" Higher Education Research & Development published on Taylor & Francis Online. Higher Education Research & Development published on Taylor & Francis Online. DOI: 10.1080/07294360.2013.832159. Available at:< ahref=" http://www.tandfonline.com/doi/full/10.1080/07294360.2013.832159"> http://www.tandfonline.com

Hutchings, C. 2006. Reaching students: Lessons from the Writing Centre. Higher Education Research & Development 25 (3): 247-261.

Hutchings, C. 2006. Tracking Identities in Transition - Using Reflective Literacy. South African Journal of Higher Education 20 (2): 232-244.

Hutchings, C. 2005. Aspects of students' learning that affects control of their texts: The Writing Centre Experience. South African Journal of Higher Education 19(4): 715-734.

Kapp, R. and Bangeni, B. 2011. A longitudinal study of students' negotiation of language, literacy and identity. SALALS, 29 (2): 197-208.

Kapp, R and Arend, M. 2011. There's a Hippo on my Stoep: Constructions of language teaching and English second language learning in the New national Senior Certificate. Per Linguam, 27 (1): 1-10.

Kapp, R. & Bangeni, B. 2009. Positioning (in) the discipline: undergraduate students' negotiations of disciplinary discourses. Teaching in Higher Education. Vol. 14 (6): 587 - 596. ISSN: 1356-2517.

McKinney, C. and van Pletzen, E. (equal authorship). 2004. ...This apartheid story ... we've finished with it': student responses to the apartheid past in a South African English Studies course. Teaching in Higher Education, 9 (2): 159-170.

McKinney, C. and van Pletzen, E. (equal authorship). 2002. Challenges to Critical Pedagogy: student opposition and identity in a South African English Studies course. Goldsmiths Journal of Education, 5 (1): 2-13.

Nomdo, G.J. 2011. The ‘Poor and the Rich' in Luke-Acts: A Socio-cultural and ideological analysis of Luke's Social Vision for the New Christian Community. SaarbrÜcken, Germany: LAP LAMBERT Academic Publishing

Nomdo, G.J. 2004. Collaborating in the ‘risk zone': A critical reflection. Active Learning in Higher Education. Vol 5(3) pp. 205-216.

Paxton, M and Frith, V. 2014. Implications of academic literacies research for knowledge making and curriculum design. Higher Education. Vol. 67 (2) pp. 171-182. DOI 10.1007/s10734-013-9675-z.

Paxton, M. 2012. Student voice as a methodological issue in academic literacies research. Higher Education Research and Development. Vol. 31 (3) pp. 381-391 http://dx.doi.org/10.1080/07294360.2011.634382

Paxton, M. 2011. Research and development in an ICL project: A methodology for understanding meaning making in economics. Across the Disciplines, 8(3). Retrieved October 10, 2011, from http://wac.colostate.edu/atd/clil/paxton.cfm

Paxton, M. 2011. 'How do we play the genre game in preparing students at the advanced undergraduate level for research writing?', Teaching in Higher Education, Vol. 16 (1) 53 - 64.

Paxton, M. 2009. 'It's easy to learn when you using your home language but with English you need to start learning language before you get to the concept': bilingual concept development in an English medium university in South Africa. Journal of Multilingual and Multicultural Development. Vol. 30 (4) July 2009, pp. 345-359. (IBSS List).

Paxton, M. 2007. Students' interim literacies as a dynamic resource for teaching and transformation. Southern African Linguistics and Applied Language Studies. Vol. 25 (1) (SA List).

Paxton, M. 2007. Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics. Journal of English for Academic Purposes. Vol. 6 (2) June. (ISI List).

Paxton, M. 2007. You would be a master of a subject if taught in Xhosa' An investigation into the complexities of bilingual concept development in an English medium university in South Africa. International Journal of Learning. Vol. 14 (6) pp. 61-67.

Paxton, M. 2003. Developing Academic Literacies in Economics in a South African University. Literacy and Numeracy Studies. Vol. 13(1) 1-14. (ISI List).

Paxton, M. 2000. A linguistic perspective on Multiple Choice Questioning. Assessment and Evaluation in Higher Education. Vol. 25 (2) pp. 109-119. (ISI List).

Paxton, M. 1997. Understanding the Gap between Novice and Expert. South African Journal of Applied Language Studies. 5 (2) 38-55.

Paxton, M. and Tyam, N. 2010. Xhosalising English? Negotiating Identity in Business Economics. Southern African Linguistics and Applied Language Studies. Vol. 28 (3) 247-257. ISSN: 1607-3614.

Paxton, M., van Pletzen, E., Archer, A., Arend, M. and Chihota, C. 2008. Writer's stance in disciplinary discourses: a developmental view. Southern African Linguistics and Applied Language Studies 26(1): 107-118.ISSN: 1607-3614.

Paxton, M., van Pletzen, E., Archer, A., Arend, M., Chihota, C. 2008. Assisting students with disciplinary discourses. Southern African Linguistics and Applied Language Studies Vol. 26 (1) (SA List).

Prince, R. and Archer, A. 2014. Exploring academic voice in multimodal quantitative texts. Literacy and Numeracy studies. 22, 1. 39 – 57.

Prince, R. and Archer, A. 2008. A New Literacies approach to academic numeracy practices in Higher Education in South Africa. Literacy and Numeracy Studies. 16, 1. 63 - 75. ISSN: 1441-0559.

Prince, R. and Archer, A. 2006. Quantitative Literacy as situated social practice in Higher Education. International Journal of Learning. 12, 7. Common Ground Publishers. 227 - 234. ISSN: 1447-9494.

Schabort, E.J., Van der Merwe, M., Niesler, C.U. 2011. TGF-ß isoforms inhibit IGF-1-induced migration and regulate terminal differentiation in a cell-specific manner. Journal of Muscle Research and Cell Motility, 31:359-367.

Schabort, E.J., Van der Merwe, M., Loos, B., Moore, F. P., Niesler, C. U. 2009. TGF-βs delay skeletal muscle progenitor cell differentiation in an isoform-independent manner. Experimental Cell Research, 315: 373 - 384.

Thesen, L. 2013. Risk in postgraduate writing: Voice, discourse and edgework. Critical Studies in Teaching and Learning, 1(1): 103-122.

Thesen, L. 2009. Researching ‘ideological becoming' in lectures: challenges for knowing differently. Studies in Higher Education 34 (4), 391-402.

Thesen, L. 2007. `Breaking the frame: Lectures, ritual and academic literacy'. Special issue of Journal of Applied Linguistics : New Directions in Academic Literacies.

Thesen, L. 2001. ‘Modes, literacies and power: a university case study'. In Language in Education 15, 2&3, 132-145. Special issue : the New Literacy Studies.

Thesen, L. 1997. ‘Voices, discourse and transition: In search of new categories in EAP'. TESOL Quarterly 32, 487-511. Special issue : Language and identity.

Van der Merwe, M., Auzoux-Bordenave, S., Niesler, C., Roodt-Wilding, R. 2010. Investigating the establishment of primary cell culture from different abalone (Haliotis midae) tissues. Cytotechnology, 62 (3):265-277.

Van der Merwe, M., Roodt-Wilding, R. 2008. Chromosome number of the South African abalone Haliotis midae. African Journal of Marine Science, 30(1): 195 - 198.

Van Pletzen, E.¸ Stein, D., Seedat, S., Williams D.R. and Myer, L. 2012. Recall of early non-fatal suicidality in a nationally representative sample of South Africans. Ethnicity and Health 17(1-2): 149-159.

Van Pletzen, E., Moshabelo, M., Zulliger, R. and Schneider, H. 2013. The size, characteristics and partnership networks of the health-related non-profit sector in three regions of South Africa: implications of changing primary health care policy for community-based care. Health Policy and Planning. doi:10.1093/heapol/czt058 Available at: http://heapol.oxfordjournals.org

Walton, M. and Archer, A. 2004. The Web and ‘Information Literacy': Scaffolding the use of Web sources in a project-based curriculum. British Journal of Educational Technology. 35, 2. 173 - 186. ISSN: 0007-1013. (ISI) http://wilsontxt.hwwilson.com/pdfhtml/04156/q6395/tsg.htm

Weiss, R. and Archer, A. 2014.Multimodal textbook design: analyzing the construction of the discourses of pharmacology. Perspectives in Education. 32, 3. 118 – 130. (SA DoE)

Articles published on the Web

Thesen, L. 1999. ‘Accees to academic literacy through multimodal texts: Rifts in the semiotic landscape?' http://www.education.uts.edu.au/AILA/symposium

Reviews

Thesen, L and K. McCormick. 2000. Review of ‘Selves and others in practice'. In Scrutiny2: Issues in English Studies in Southern Africa 5,1, 80-83.

Thesen, L (2010). Review of Hilary Janks ‘Literacy and power' (Routledge) in Reading and Writing 1, 1, 35-6.

Thesen, L. 1995. Review of The Enquiring Tutor by Stephen Rowland in Academic Development, 1,1, 69-72

 

Edited books

Archer, A. and Newfield, D. (eds.) 2014. Multimodal approaches to research and pedagogy: Recognition, resources and access. London and New York: Routledge. ISBN 978-0-415-71673-4.

Archer, A and Richards, R. (eds.) 2011. Changing spaces: Writing Centres and access to Higher Education in South Africa. Stellenbosch: Sun Media. ISBN 978-1-920338-59-6

Pym, J and Paxton, M. (eds) 2013. Surfacing Possibiliities: What it Means to Work with First-generation Higher Education Students. Champaign, ILL: Common Ground Publishing. World University Forum.

Thesen, L. and E. van Pletzen. 2006. Academic literacy and the languages of change. London: Continuum.

Thesen, L and Cooper, L. (eds) 2013 Risk in academic writing: postgraduate students, their teachers and the making of knowledge. Bristol: Multilingual Matters. Link to news on book: http://www.researchoffice.uct.ac.za/

Angelil-Carter, S., Bond, D., Paxton, M and Thesen, L. (eds.) 1993. Language in Academic Development 1993. ADP/UCT. In-house publication.

 

Chapters in books

Archer, A. 2014. Power, social justice and multimodal pedagogies. C. Jewitt (ed.) 2nd edition. The Routledge Handbook of Multimodal Analysis. London: Routledge. 189 - 197.

Archer, A. 2013. Voice as Design: Exploring academic voice in multimodal texts in Higher Education. M. Bock and N. Pachler. (Eds) Multimodality and Social Semiosis. Communication, Meaning-Making, and Learning in the Work of Gunther Kress. New York and London: Routledge. 150 - 161.

Archer, A. 2012. Changing academic landscapes: principles and practices of teaching writing in the Writing Centre at UCT. C. Thaiss, G. Braeuer, P. Carlino, L. Ganobcsik Williams, A. Sinha (Eds.) Writing programs worldwide: profiles of academic writing in many places. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. 353 - 364. ISBN 978-1-60235-343-5.
http://wac.colostate.edu/books/wrab2011/

Archer, A. and Newfield, D. 2014. Challenges and opportunities of multimodal approaches to education in South Africa. In A. Archer and D. Newfield (eds) Multimodal approaches to research and pedagogy: Recognition, resources and access. Oxon and New York: Routledge. 1 – 18. ISBN 978-0-415-71673-4

Arend, M. (2014) ‘It Was Hardly about Writing': Translations of Experience on Entering Postgraduate Studies in Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 219-233. Bristol: Multilingual Matters

Archer, A. and Richards, R. 2011. South African Writing Centres as alternate pedagogical spaces. A. Archer and R. Richards (eds.) Changing spaces: Writing Centres and access to Higher Education in South Africa. Stellenbosch: Sun Media. 5 - 15.

Brenner, J. and Archer, A. 2014. Arguing Art. In A. Archer and D. Newfield (eds) Multimodal approaches to research and pedagogy: Recognition, resources and access. Oxon and New York: Routledge. 57 – 70. ISBN 978-0-415-71673-4

Huang, C. and Archer, A. 2012. Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. B. Williams and A. Zenger (eds.) New Media Literacies and Participatory Popular Culture across Borders. New York and London: Routledge. 44 - 60. ISBN978-0-415-89768-6.

Hutchings, C. 1998. Transitional Barriers and Contextual Gaps: Occupational Therapy Students Experiences at UCT. Access to Success— Literacy in Academic Contexts, ed. Shelley Angelil-Carter, UCT Press.

Lewanika, T. and Archer, A. 2011. Communities of practice: Reflections on writing, research and academic practices in UCT Writing Centre. A. Archer and R. Richards (eds.) Changing spaces: Writing Centres and access to Higher Education in South Africa. Stellenbosch: Sun Media. 147 - 158.

Angelil-Carter, S. and Thesen, L. 1993. `English for Academic Purposes within the institution: The shape of a shadow'. Language in Academic Development 1993. ADP/UCT. In house publication.

Bangeni, B. & Kapp, R. 2006. ‘I want to write about the Dalai Lama without being penalized': Literacies in transition. (complete version). In Thesen, L & van Pletzen, E. (eds.) Academic Literacy and the Languages of Change. UK: Continuum Publishers. pp 67-83. ISBN: 0-8264-8775-0.

Chihota, C and Thesen, L. 2013. Rehearsing the postgraduate condition in writers' circles. In L. Thesen and L. Cooper (eds) Risk in academic writing: Postgraduate students, their teachers and the making of knowledge. Bristol: Multilingual Matters

Kapp, R. & Bangeni, B. 2005. ‘I was just never exposed to this argument thing: using a genre approach to teach academic writing to ESL students in the Humanities'. In Herrington, A. & Moran, C. (eds.) Genre across the Curriculum. Utah: Utah State University Press. ISBN: 0-87421-600-1.

Moore, R., Paxton, M., Scott, I. and Thesen, L. 1998. Retrospective: Language development initiatives and their policy contexts. In S. Angelil-Carter (ed.) Access to Success: Literacy in academic contexts. Cape Town: UCT Press.

Nomdo, Gideon. 2013. Collaborating by Design: Language Embedded in an Economics Course. In Surfacing Possibilities : What it means to work with First-generation higher education students. J. Pym and M. Paxton, Eds. Champaign, Illinois, USA: Common Ground Publishing LLC. 100 - 122. Chapter is available here

Nomdo, G.J. 2006. Identity, Power and Discourse: The socio-political self- representations of successful black students at UCT. In Academic Literacy and Languages of Change, Lucia Thesen and Ermien van Ermien van Pletzen (eds). New York: Continuum Publishers, pp. 180 -206.

Paxton, M. 2006. Intertextual analysis: a research tool for uncovering the writer's emerging meaning. In L. Thesen and E. van Pletzen (eds.) Academic Literacies and the Languages of Change. London: Continuum.

Paxton, M. 2003. Ways in which Students Gain Access to University Discourses: the Intersection of the academic Curriculum with Student voices. In C. Prichard, and P. Trowler (eds.) Realizing Qualitative Research into Higher Education. Aldershot. Ashgate Publishers. 21-39.

Paxton, M. 1998. Transforming assessment practices into learning processes. In S. Angelil-Carter (ed.) Access to Success: Literacy in academic contexts. Cape Town: UCT Press.

Rohleder, P. and Thesen, L. 2010, in press. Interpreting drawings: Reading the racialised politics of space. In (ed) Swartz, L; Community, self and identity: training university students for transformation in South Africa. Cape Town: HSRC Press.

Thesen, L. 2006. ‘Who owns this image? Word, image and authority in the lecture'. In L.Thesen and E. van Pletzen (eds) Academic literacy and the languages of change. pp. 151-179. London : Continuum.

Thesen, L. and E. van Pletzen. 2006. `Introduction: The politics of place in academic literacy work'. In L.Thesen and E. van Pletzen (eds.) Academic literacy and the languages of change. pp.1-29. London : Continuum.

Thesen, L. and van Pletzen, E. 2006. The politics of place in academic literacy work. In L. Thesen and E. van Pletzen (eds), Academic Literacy and the Languages of Change. London: Continuum.

Thesen, L. 1998. Creating coherence: Design and critique of academic literacy materials'. In Access to Success: Literacy in academic contexts. Ed. S. Angelel-Carter. Cape Town. UCT Press.

Thesen, L. 1994. Towards a language policy at UCT: Response to panel discussion'. Language in Academic Development at UCT. ADP/UCT. In-house publication.

Van Pletzen, E. 2006. A body of reading: making visible the reading experiences of first-year medical students. In L. Thesen and E. van Pletzen (eds), Academic Literacy and the Languages of Change. London: Continuum.

Van Pletzen, E. 2002. Mine is the speech that cannot be silenced': confession and testimony in Heart of Darkness. In A. de Lange, G. Fincham and W. Krajka (eds), Conrad: Eastern and Western Perspectives. Lublin: Maria Curie-Skłodowska University; New York: Columbia University Press.

 

Published Conference proceedings

Bangeni, B. & Kapp, R. 2004. Why can't I write about the Dalai Lama without being penalized?': literacies in transition (edited version). In Coetzee, A. (ed). Identity and Creativity in Language Education. CD ROM proceedings of the 21st World Federation of Modern Language Associations conference. Rand Afrikaans University, Johannesburg 2-5 July 2003. ISBN: 0-620-31884-8.

Hutchings, C. 1996. Transitional Barriers and Contextual Gaps: Occupational Therapy Students' Experiences at UCT. SAALA Conference Proceedings, University of Zululand. (1996/7).

Van der Merwe, M., Roodt-Wilding, R. 2010. Paper presented at the 17th World Congress of Malacology: Growth-related gene expression in Haliotis midae: Analysis of transcriptome sequence data using next generation sequence technology and quantitative real-time PCR. Tropical Natural History, Supplement 3:12

Van der Merwe, M., Franchini, P., Roodt-Wilding, R. 2009. Paper presented at the 10 International Symposium on Genetics in Aquaculture: Growth-related gene expression in Haliotis midae: Study of transcriptome sequence data using next generation sequence technology.

 

Reports

Van Pletzen, E., Colvin, C. & Schneider, H. (2009) Community Care Workers in South Africa: Local Practices - Case studies from nine provinces, Centre for Infectious Disease Epidemiology and Research, School of Public Health and Family Medicine, UCT. Unpublished report.

Van Pletzen, E. and MacGregor H. (2013) Multi country research on community caregivers: the backbone of accessible care and support - South Africa report. The Caregivers Action Network (CAN). Available at: http://www.vsointernational.org [link broken]

Van Pletzen, E., Colvin, C. and Schneider, H. 2009. Community Care Workers in South Africa: Local Practices - Case studies from nine provinces. Unpublished report.

 

Textbooks and other teaching materials

Hutchings, C. 2013. [Revision of] Studying at University: A guide for first year students [4th edition]. CHED & Open Education Resources, Cape Town. Available at: opencontent.uct.ac.za/Centre-for-Higher-Education-Development/

Angelil-Carter, S., B. Bangeni, L. Thesen. 2005. Keys to English Grade 11. Heinemann Publishers.

Angelil-Carter, S., B. Bangeni, L. Czerniewicz, R. Kaschula, J. Norton, L. Thesen. 2003. Get Ahead with English. Grade 10. Heinemann Publishers.

Angelil-Carter, S., R. Kaschula, P. Maseko, J. Norton and L. Thesen. 2001. English in Our Lives Grade 9. Heinemann Publishers.

Angelil Carter, S., L. Thesen, R. Kaschula, S. Mhlanga. 2000. English in Our Lives Grade 8. Heinemann Publishers.

Angelil-Carter, S., L. Thesen, R. Kaschula, S. Mhlanga. 1998. English in Our Lives Grade 7. Heinemann Publishers.

Bock, M. and Thesen, L. 2000-6. Intertextuality: An Introduction in Texts in Context foundation course reader.

Duncan, M, Hutchings, C., Ferguson, G., Greiger, M. & Petersen, L. 2008. ‘Disability and Rehabilitation in Primary Health Care', Chapter 10 in Primary Health Care: Fresh Perspectives, by Virginia Zweigental, Thandi Puoane, Louis Reynolds, Leslie London, David Coetzee, Melanie Alperstein, Madeleine Duncan, Salla Atkins, Marion Loveday, Catherine Hutchings. Pearson Education & Prentice Hall, Cape Town.

Hutchings, C. 2010. [Revision of] Studying at University: A guide for first year students [3rd edition] . CHED & Open Education Resources, Cape Town. ISBN: 978-0-620-49297-3.

Hutchings, C. 1998. Transitional Barriers and Contextual Gaps: Occupational Therapy Students Experiences at UCT. Access to Success— Literacy in Academic Contexts, ed. Shelley Angelil-Carter, UCT Press.

Puoane, T. & Hutchings, C. 2008. Understanding Health and Illness', Chapter 2 in Primary Health Care: Fresh Perspectives, by Virginia Zweigental, Thandi Puoane, Louis Reynolds, Leslie London, David Coetzee, Melanie Alperstein, Madeleine Duncan, Salla Atkins, Marion Loveday, Catherine Hutchings. Pearson Education & Prentice Hall, Cape Town.

Thesen, L. 1997. Writer and designer of skills-based `Introduction to Economics: A students' guide' for use in Economics Dept, University of Western Cape.