Prosodic Morphology : Gender in Arabic Perfect Active and Passive 3rd Person Singular Verbs

Prosodic /template Morphology, that "draws heavily on the theoretical apparatus and formalisms of the generative phonology model known as autosegmental phonology" (Katamba, F. 1993: 154), is the best analysis that can handle Arabic morphology. Verbs in Arabic are represented on three independent tiers: root tier, the skeletal tier and the vocalic melody tier (Katamba, F. 1993). Vowel morphemes, which are represented by diacritics, are inserted within the consonant morphemes, which are represented by primary symbols, to form words. The morpheme tier hypothesis paves the way to understand the nonconcatenative Arabic morphology. This paper analyzes gender in perfect active and passive 3rd person singular verbs on the basis of PM. The focus of the analysis shall be drawn heavily on the most common Arabic verbs; triconsonantal verbs, with brief introduction of the less common verbs; quadriconsonantal perfect active and passive masculine and feminine 3rd person singular verbs. I shall, too, cast the light on some vowel changes that some verbs undergo when voice changes.

Skriftpraktiker i gymnasieskolan : Bygg- och omvårdnadselever skriver

Literacy Practices in Upper Secondary School. The Writing of Construction and Health CarePupilsThe aim of the dissertation is to demonstrate and explain the place and function writing has in allsubjects in two vocational classes in a Swedish upper secondary school. The material has beencollected through ethnographic field studies in construction and health care classes over one schoolyear. The material consists of literacy events, where pupils write, and the context of situation andtext are noted.In theoretical terms the study takes a discourse analysis perspective, where writing is seen fromwithin different frames. Writing is analysed based on an ideological view of literacy inspired byNew Literacy Studies using the context of situation and text with the aim of describing differentliteracy practices in both classes.The material was classified into three different situation types, two school-initiated and one nonschool-initiated. The first school-initiated situation type is orally-governed, the second writinggoverned,while it is less clear how the non-school-initiated type is inspired.In the writing situations we investigate the writing activities that are used, while texts areanalysed based on text acitivites. Writing and text activities are used together to explain the writingcompetences that are used in the writing situations.The conclusions are that writing gets little space and attention in both classes. The healthcare class writes in more situations and also writes longer texts than the construction class.Literacy practices differ between the classes. The health care class demonstrates one schoolgovernedwriting practice, while the construction class moves between two different schoolgovernedpractices. The literacy practices in the construction class are similar to the writing usagethat can be found at a building site. Writing is used in both classes mainly to structure and storeknowledge.The non-school-governed material also shows differences between the classes. Here too morewriting takes place in the health care class. The function of the non-school-governed writing is tocommunicate and inform through writing.