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PUBLICATIONS

Individual & Joint
 
About

Publications

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

Journal Articles

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 impact 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
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. 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
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. 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. & Bangeni, B. 2011, in press.
A longitudinal study of students’ negotiation of language, literacy and identity. Southern African Linguistics and Applied Language Studies Vol. 29 (1). ISSN: 1607-3614.
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.
Kapp, R. 2004.
‘Reading on the Line’: An Analysis of Literacy Practices in ESL Classes in a South African Township School. In Language and Education. 18, 3 (pp. 246-263).
Kapp, R. 2000.
‘With English you can go everywhere’: An analysis of the role and status of English in a former DET school. In Journal of Education, 25 (pp. 227 – 259).
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. 2004.
Collaborating in the ‘risk zone’: A critical reflection. Active Learning in Higher Education. Vol 5(3) pp. 205-216.
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. 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. 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.
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

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

Edited books

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

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.
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.
Kapp, R. 2006.
Discourses of English and literacy in a Western Cape Township School. In L. Thesen and E. Van Pletzen (eds), Academic Literacies and Languages of Change. Continuum London, UK, pp. 30-52.
Kapp, R. 1998.
Language, Culture and Politics: The case for multilingualism in tutorials. In S. Angelil-Carter (Ed). Access to Success: Literacy in academic contexts. UCT Press: Cape Town.
Kapp, R. 1994.
11 Official Languages: What are the implications for UCT? Introduction .to a report on a panel discussion held on 27 September 1994. In Angelil-Carter , D. Bond, M. Paxton, L. Thesen (Eds.) Language in Academic Development at UCT. Academic Development Programme: UCT, pp. 150-165.
Kapp, R. 1994.
English for Academic Purposes: Defining the Role of a General Academic Literacy Course. In S. Angelil-Carter, D. Bond, M. Paxton, L. Thesen (Eds.) Language in Academic Development at UCT. Academic Development Programme: UCT, pp. 111-124.
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, 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).
Kapp, R. 1997.
Language, Culture and the politics of the tutorial: the case for multilingualism in the tertiary context. In A. Grewar (ed.) SAAAD ‘96: Towards meaningful access to the Tertiary Education. Proceedings of the 11th National Conference of the South African Association for Academic Development. Academic Development Centre: Fort Hare.
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. and Schneider, H. 2009.
Community Care Workers in South Africa: Local Practices – Case studies from nine provinces. Unpublished report.

Textbooks and other teaching materials

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.
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.

Documentaries

Nomdo, G. 2006.
Summer Institute Programmes: Reflecting on the UCT experience of the MMUF programme and the Atlanta Summer Institute: An Interview. In The History and Development of the Mellon Mays Undergraduate Fellowship (MMUF) Programme - A Video Documentary, A.W. Mellon Foundation, N.Y.

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