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Critical
Reading and
Writing for
Postgraduates
 STUDENT
SUCCESS

Get the skills you

need to succeed!
Student Success books are essential guides for students of all
levels. From how to think critically and write great essays to
planning your dream career, the Student Success series helps
you study smarter and get the best from your time at university.

Test yourself with Diagnose your strengths

practical tasks and weaknesses

min max

Dial up your skills

for improved grades

Visit sagepub.co.uk/study-skills
for free tips and resources for study success
 STUDENT
SUCCESS
4th Edition

Critical
Reading and
Writing for
Postgraduates

Mike Wallace
& Alison Wray
SAGE Publications Ltd © Mike Wallace and Alison Wray, 2021
1 Oliver’s Yard
55 City Road First edition published in 2006, and reprinted in 2006, 2007,
London EC1Y 1SP and 2008.
Second edition published in 2011, and reprinted in 2014.
SAGE Publications Inc. Third edition published in 2016, and reprinted once in 2016,
2455 Teller Road six times in 2017, seven times in 2018 and six times in 2019.
Thousand Oaks, California 91320
Apart from any fair dealing for the purposes of research,
SAGE Publications India Pvt Ltd private study, or criticism or review, as permitted under the
B 1/I 1 Mohan Cooperative Industrial Area Copyright, Designs and Patents Act, 1988, this publication
Mathura Road may not be reproduced, stored or transmitted in any form,
New Delhi 110 044 or by any means, without the prior permission in writing of
the publisher, or in the case of reprographic reproduction,
SAGE Publications Asia-Pacific Pte Ltd in accordance with the terms of licences issued by the
3 Church Street Copyright Licensing Agency. Enquiries concerning
#10-04 Samsung Hub reproduction outside those terms should be sent to the
Singapore 049483 publisher.

Editor: Jude Bowen

Library of Congress Control Number: 2020944220
Senior Assistant editor: Catriona McMullen
Production editor: Tanya Szwarnowska
British Library Cataloguing in Publication data
Copyeditor: Christine Bitten
Proofreader: Katie Forsythe
A catalogue record for this book is available from
Marketing manager: Catherine Slinn
the British Library
Cover design: Wendy Scott
Typeset by: C&M Digitals (P) Ltd, Chennai, India
Printed in the UK

ISBN 978-1-5297-2765-4
ISBN 978-1-5297-2764-7 (pbk)

At SAGE we take sustainability seriously. Most of our products are printed in the UK using responsibly sourced
papers and boards. When we print overseas we ensure sustainable papers are used as measured by the PREPS
grading system. We undertake an annual audit to monitor our sustainability.
Contents

List of Figures and Tables x

Author Biographies xii
Acknowledgements xiii
How to Use This Book xiv
Online Resources xviii

Part One Becoming a Critical Reader and Self-Critical Writer 1

1 What it Means to be Critical 3
Learning to be critical in academic enquiry 4
Academic traditions and styles 7
Being critical as a requirement of academic study 8
Task-driven critical reading 10
Linking critical reading with self-critical writing 11
Where now? 13

2 Making a Critical Choice 14

Deciding what to read 14
From long-list to short-list 15
Support texts 16
‘Frontline’ texts 18
Using the Internet 22
Varying your reading strategy 26
What next? 27

3 A First Look: Interrogating Abstracts 28

Using the abstract as a resource 29
Asking questions of an abstract 30
How the questions help you think 31
Two worked examples 31
Welcome to critical thinking 34
 Critical Reading and Writing for Postgraduates

4 Getting Started on Critical Reading 36

Focusing through a central question and review questions 37
Evaluating the usefulness of what you read 37
What makes an argument convincing? 39
Identifying the conclusion and warranting of arguments 42
Incomplete or flawed arguments 42
Five Critical Synopsis Questions 44
Applying the Critical Synopsis Questions to an abstract 46
A Critical Synopsis of a text 49
From Critical Synopsis to Critical Summary 52

5 Getting Started on Self-Critical Writing 53

Developing your own argument 54
Writing for your audience 55
Structuring a Critical Summary of a single text 57
Building up a Critical Summary: an illustration 59
Structuring an account to develop a convincing argument 61

6 Creating a Comparative Critical Summary 63

Structuring a Comparative Critical Summary 64
Building up a Comparative Critical Summary: an illustration 65
From critical reader to self-critical writer 73

7 Developing Your Writing Skills to Communicate Effectively 74

Learning from what you read 75
How to start the writing process 75
Presenting your ideas effectively 77
Checking your work for recurrent problems 80
Making productive use of feedback 80
Making progress as a critical reader and self-critical writer 81

Part Two Developing an In-Depth Analysis 83

8 A Mental Map for Navigating the Literature 85
Developing your mental map 86
Reordering the components: putting the mental map together 93

9 Tools for Thinking and Ways of Thinking 95

Tools for thinking: concepts, metaphors, labels, perspectives,
models, theories 95
Ways of thinking: assumptions, philosophical positions, ideologies 103
Thinking about thinking 109

vi
 Contents

10 Reasons for Conducting the Research 110

Four sorts of intellectual project 111

11 Knowledge Claims and Their Key Characteristics 117

Kinds of knowledge claim and types of literature associated
with them 117
Communicating knowledge claims in different types of literature 122
Knowledge claim characteristics: the degree of certainty
and generalization 125

12 Developing a Critical Analysis of a Text 134

From five Critical Synopsis Questions to ten Critical
Analysis Questions 135
Your Critical Analysis of an article reporting research findings 143

13 A Worked Example of a Critical Analysis 144

An illustrative Critical Analysis of a text 145
Taking charge of your Critical Analysis of texts 160

14 Developing Your Argument in Writing a Critical Review

of a Text 162
Structuring a Critical Review of a text 163
Your Critical Review of an article reporting research 166
Our Critical Review of Wallace’s article 166
Structuring a Comparative Critical Review of several texts 170
Gearing up for writing Critical Reviews of texts 172

Part Three Putting Your Critical Reviews to Work 175

15 Focusing and Building Up Your Critical Literature Review 177
What makes a literature review critical? 179
Structuring a Critical Literature Review from completed analyses 181
What might such a Critical Literature Review look like? 183
Extending the structure for a review constructed from your
completed analyses 186
Structuring a Review informed by Critical Analyses and
Critical Synopses 189
Developing independence as a critical reviewer of literature 193

16 Integrating Critical Literature Reviews into Your Dissertation 194

Why the literature is important in empirical studies 194
The reality of the study process versus the written account 196

vii
 Critical Reading and Writing for Postgraduates

Maximizing your chances of convincing your examiners 197

Applying your critical frame of mind 214

17 Critical Literature Reviews in Alternative Dissertation

Structures 215
Building up the logic of your overall argument within
‘multiple-shot’ structures 216
Adapting two or more warranting units to create
dissertation structures 218
Creating a cumulative exploratory and main study structure
for a dissertation 219
Creating a structure for investigating independent themes in a
dissertation223
Creating a combined cumulative structure and parallel
dissertation structure 224
Deciding which structure is most appropriate for
your purposes 224

18 Tools for Structuring a Dissertation 226

Checking the logic of your developing argument 226
Adapting the template for alternative structures 232
Outline of the core structure for a dissertation 235
Tracking the logical flow of your overall argument 239
Constructing an effective abstract for your dissertation 240
The structured dissertation as a foundation for your next steps 242

19 Using the Literature in Research Papers, Oral Presentations

and Posters 243
Developing your overall argument in a written research article 244
Developing your overall argument in an oral presentation 248
Creating your abstract for an academic journal article or
presentation252
Presenting your work as a conference poster 255
Crafting how you communicate with (and so convince)
different audiences 257

20 Developing Advanced Writing Skills 258

Precision writing: choosing your words carefully 258
Making citations and quotes work for you 260
Using tables, figures and appendices effectively 260
Elegance: the art of good academic writing 261

viii
 Contents

Keeping to word limits 262

Examples of a less well and better crafted draft 262
The beginning of the end, or the end of the beginning? 264

Glossary 265
Appendix 1:Abridged article: ‘One word or two?’ (Wray and
Staczek, 2005) 271
Appendix 2: Abridged article: ‘Sharing leadership of schools through
teamwork’ (Wallace, 2001) 282
Index 297

ix
List of Figures and Tables

Figures
2.1 How theory and evidence interact through modelling 19

8.1 A mental map for navigating the literature 87

9.1 Focus on tools for thinking 95

9.2 Ways of grouping concepts together 99
9.3 Focus on ways of thinking about the social world 103

10.1 Focus on reasons for conducting the research 110

11.1 Focus on claims to knowledge 118

11.2 Focus on claim characteristics 125
11.3 Characteristics of knowledge claims and their vulnerability
to rejection 127

16.1 The logic of the overall argument in the core dissertation

structure199
16.2 Developing the logic of the overall argument in the core
dissertation structure 202

17.1 A basic warranting unit for building up part of the warranting

for the overall argument 217
17.2 Location of warranting units in three potential dissertation
structures219
17.3a The exploratory stage of a cumulative two-stage
dissertation structure 220
17.3b The main investigation stage of a cumulative two-stage
dissertation structure 221
17.4 One of several independent themes in a dissertation structure 222
17.5 Incorporating several independent themes into a dissertation
structure223
 List of Figures and Tables

19.1 The logic of the overall argument in an article reporting

your research 245
19.2 Presenting central and peripheral warranting in a poster 256

Tables
1.1 Targeting an effective balance between different academic
traditions7
1.2 Linking a critical approach to your reading with a self-critical
approach to writing 12

3.1 Analysis of an abstract 1 – empirical study 32

3.2 Analysis of an abstract 2 – theoretical argument 33

4.1 Identifying flaws in arguments 43

4.2 Targeting your reading using the Critical Synopsis Questions
and the abstract 47

7.1 Examples of effective revisions 79

9.1 Fundamental problems reflected in assumptions that inform

methodological concerns 105
9.2 Common philosophical positions, their underlying assumptions
and methods 106

10.1 Four intellectual projects for studying aspects of the social world 113

11.1 Types of literature and indicative limitations of claims to

knowledge expressed in them 122

12.1 Linking Critical Synopsis Questions with Critical Analysis

Questions135

18.1 Developing a logical argument throughout a dissertation

(core structure): Template 227
18.2 Illustration of a part-completed Dissertation Logic Check
Template (core structure) 231
18.3 Developing a logical argument in steps (S) in a dissertation
(warranting unit): Template 233
18.4 Logical flow for composing the dissertation abstract 241

19.1 Logical flow for composing a conference abstract 253

19.2 Central and peripheral warranting in a poster presentation 256

xi
Author Biographies

Mike Wallace is a Professor of Public Management at Cardiff Business School,

Cardiff University. From 2009 to 2012 he was the Economic and Social Research
Council’s Strategic Adviser for Researcher Development. His research on man-
aging change in the public services is reported in many books and academic
journals. He is co-author, with Eric Hoyle, of the book Educational Leadership:
Ambiguity, Professionals, and Managerialism (SAGE, 2005), and lead editor, with
Michael Fertig and Eugene Schneller, of the book Managing Change in the
Public Services (Blackwell, 2007). His teaching at Cardiff centres on postgradu-
ate research methods training.

Alison Wray is a Research Professor of Language and Communication at

Cardiff University. Her research models lexical storage and processing, par-
ticularly in relation to formulaic expressions, and it has been applied to
language learning, evolution of language and language disability. Her three
major monographs, Formulaic Language and the Lexicon (Cambridge University
Press, 2002), Formulaic Language: Pushing the Boundaries (Oxford University
Press, 2008), and The Dynamics of Dementia Communication (Oxford
University Press, 2020), are internationally acclaimed. She has a longstanding
commitment to researcher training and the development of academic exper-
tise. She is lead author of the popular undergraduate textbook Projects in
Linguistics and Language Studies (Hodder, 2012).

Between 2010 and 2014 Mike and Alison collaborated on a Researcher

Development Initiative Award funded by the Economic and Social Research
Council, examining the nature and development of expertise in social science
research. A training resource booklet based on this research can be found at
www.restore.ac.uk/researchexpertise/
Acknowledgements

We are grateful to the postgraduate students at Cardiff University and the

University of Bath who helped us develop the materials in the first edition of this
book, and to the many academics, whether participating in our workshops or
directly approached, for feedback informing the subsequent editions. The ideas
of the late Ray Bolam were a key influence on our thinking about mental map
components and structuring a dissertation. The late Louise Poulson kindly gave
us permission to draw on material (co-authored with Mike Wallace) that previ-
ously appeared in Chapters 1 and 2 and Appendix 2 of:

Wallace, M. and Poulson, L. (eds) (2003) Learning to Read Critically in Educational

Leadership and Management. London: Sage.
Goodwin, A. and Stables, A. (eds) (2004) Learning to Read Critically in Language and
Literacy Education. London: Sage.
Poulson, L. and Wallace, M. (eds) (2004) Learning to Read Critically in Teaching and
Learning. London: Sage.

Thanks also to John Staczek and Equinox Publishing Ltd for permission to
reproduce in abridged form the material in Appendix 1, and to SAGE Publications
Ltd and the British Educational Leadership, Management and Administration
Society (BELMAS) for permission to reproduce the material in Appendix 2. The
full references are:

Wray, A. and Staczek, J. (2005) ‘One word or two? Psycholinguistic and sociolinguistic
interpretations of meaning in a civil court case’, International Journal of Speech,
Language and the Law 12(1): 1–18, published by The University of Birmingham Press ©
2005. Reproduced with the permission of Equinox Publishing Ltd.
Wallace, M. (2001) ‘Sharing leadership of schools through teamwork: A justifiable risk?’,
Educational Management, Administration and Leadership 29(2): 153–67. Published by the
British Educational Leadership, Management and Administration Society (BELMAS) ©
2001. Reproduced with the permission of SAGE Publishing Ltd.
How to Use This Book

This book is aimed primarily at postgraduate students in the social sciences

who need to engage with the published (and unpublished) literature for course-
work, masters dissertations, doctoral dissertations or theses, and oral or poster
presentations. But critical reading and self-critical writing skills are highly trans-
ferable, crucial also to professional academic publications, presentations and
research grant proposals. So the book will also be useful to early-career
academics wishing to enhance the quality of their research writing by reading
the literature more critically and by honing their skills as self-critical writers. The
book is now widely used beyond the social sciences and often recommended
to undergraduates. We are delighted that it has achieved this reach, though we
continue, in this edition, to focus on our core readership.
The book design makes it suitable for self-directed learning, for use as a class
textbook in a research methods module and as a handbook from which supervi-
sor and student can work side by side. In addition, peer mentors within the
academic profession can use it to support their less experienced colleagues.
The text is supplemented by online self-study materials (see https://study.sage
pub.com/wallaceandwray4e). They include exercises and illustrations of our
approach to the in-depth critical analysis of individual texts, and electronic
versions of forms for analysing texts and checking the development of the over-
all argument in a dissertation. The book should be equally useful to postgraduate
researchers whether they are progressing directly from undergraduate studies in
the same country, studying overseas, studying at a distance, and/or returning to
study after several years.
Our structured approach to learning critical reading and self-critical writing skills
is underpinned by two core ideas. The first is the recognition of academic
discourse as a two-way constructively critical process of enquiry where:

• as a critical reader, one evaluates the attempts of others to communicate with and con-
vince their target audience by means of developing a sufficiently strong argument; and
• as a writer, one develops one’s own argument, making it as strong and as clear as
possible, so as to communicate with and convince one’s target audience.
Another random document with
no related content on Scribd:
[Contents]
VIII.
 HOUSEHOLD TALES.
[Contents]

41. THE LITTLE WISE WOMAN.

(The original, in the Hottentot language, is in Sir G. Grey’s Library, G. Krönlein’s
Manuscript, p. 53.)

A girl, it is said, went to seek for onions. As she arrived at the place
where they grew, she met with some men, one of whom was blind
(i.e., half-blind, having only one eye). As she dug (for the onions)
the men helped her, digging also. When her sack was full, they said
to her, “Go, tell the other girls, that many of you may come.” So she
went home and told her companions, and early the next morning
they started. But a little girl followed them. The other girls said, “Let
the little girl go back.” But her elder sister protested against this,
saying, “She runs by herself, you need not put her into your awa-
skin.”

So they went all together, and having reached the onion-ground,

began to dig. Now the little girl saw [118]traces of feet, and said to
the one who had guided them thither, “Wonderful! whence so many
traces? Were you not alone here?” The other replied, “I walked
about and looked out; therefore they must of course be many.” The
child, however, did not believe that if the other girl had been alone
the traces could be many, and felt uneasy; for she was a wise little
woman. From time to time she rose (from her work) and peeped
about, and once, while doing this, found by chance an ant-eater’s
hole. Still further spying about, she perceived some men, but they
did not see her. She then returned and continued digging with the
other girls, without, however, saying anything. But in the midst of
their work she always rose and looked about her. So the others
asked her, “Why do you always spy about you, and leave off
digging? What a girl!” But she continued her work in silence. When
she rose from it again, she saw the men approaching. As they drew
near the One-eyed blew through a reed pipe the following air:—

“To-day there shall blood flow, blood flow, blood flow!”

The little girl understood what was blown on the reed. She said to
the elder ones, whilst they were dancing, “Do you also understand
the tune that is blown on the reed?” But they only said, “What a
[119]child she is!” So she mixed in the dance with the others; but
managed while so doing to tie her sister’s caross-cloak to her own,
and in this manner they danced on, till it became very noisy, and
then they found an opportunity to slip away.

On their way out the little sister asked, “Do you understand the reed
—I mean what is blown on it?” She answered, “I do not understand
it.” Then the little girl explained to her that the tune on the reed
said, “To-day blood shall flow!” When they walked along, the little
girl let her elder sister go first, and herself followed, walking
backwards, and carefully stepping in her sister’s traces, so that they
thus left only one set of footmarks, and these going in a contrary
direction. In this manner they arrived at the ant-eater’s hole.

But the men killed all those girls who had remained dancing with
them. When the eldest of those who had escaped heard their
wailing, she said, “Alas, my sisters!” But the younger one answered
her, “Do you think you would have lived if you had remained there?”

Now “One-eye” was the first to miss the sisters, and said to the
other men, “Where may the two handsome girls be who danced with
me?” The others replied, “He lies. He has seen with his eye”
(satirically [120]meaning he had seen wrongly). But “One-eye”
insisted that “two girls were truly missing.” Then they went to find
their spoor, but the traces had been rendered indistinct enough to
puzzle them.

When the men arrived at the ant-eater’s hole, they could not see
that the footmarks went further, so they spied into the hole, but saw
nothing. Then “One-eye” looked also, and he saw the girls, and
cried, “There they sit.” The others now looked again, but still saw
nothing; for the girls had covered themselves with cobwebs.

One of the men then took an assegai, and piercing through the
upper part of the hole, hit the heel of the larger girl. But the little
wise woman took hold of the assegai, and wiped off the blood. The
elder sister was about to cry, but the little one warned her not.

When “One-eye” spied again, the little girl made big eyes at him. He
said, “There she sits.” The others looked too, but as they could see
nothing they said (satirically), “He has only seen with his eye.”

At last the men got thirsty, and said to “One-eye,” “Stay you here,
and let us go to drink, and when we have returned you may go
also.”

When “One-eye” was left alone there, the little girl said (conjuring
him): [121]

“You dirty son of your father,

Are you there? Are you alone not thirsty?
Oh, you dirty child of your father!
Dirty child of your father!”

“I am indeed thirsty,” said “One-eye,” and went away.

Then the two girls came out of the hole, and the younger one took
her elder sister on her back, and walked on. As they were going over
the bare, treeless plain, the men saw them, and said, “There they
are, far off,” and ran after them.

When they came near, the two girls turned themselves into thorn
trees, called “Wait-a-bit,” and the beads which they wore became
gum on the trees. The men then ate of the gum and fell asleep.
Whilst they slept, the girls smeared gum over the men’s eyes and
went away, leaving them lying in the sun.

The girls were already near their kraal, when “One-eye” awoke, and
said:

“Oh, the disgrace! fie on thee!

Our eyes are smeared over; fie on thee, my brother!”

Then they removed the gum from their eyes, and hunted after the
girls; but the latter reached home in safety, and told their parents
what had happened.

Then all lamented greatly, but they remained quietly at home, and
did not search for the other girls. [122]

[Contents]

42. THE UNREASONABLE CHILD TO WHOM THE

DOG GAVE ITS DESERTS;

OR, A RECEIPT FOR PUTTING ANY ONE TO SLEEP.

(The original, in the o Tyi-hereró or Dámara language, is in Sir G. Grey’s Library, J.
Rath’s Manuscript, pp. 39, 43.)
There was a little girl who had an eïngi (pronounced a-inghi, some
kind of fruit). She said to her Mother, “Mother, why is it that you do
not say, ‘My first-born, give me the eïngi?’ Do I refuse it?”

Her Mother said, “My first-born, give me the eïngi.” She gave it to
her and went away, and her Mother ate the eïngi.

When the child came back, she said, “Mother, give me my eïngi?”
but her Mother answered, “I have eaten the eïngi!”

The child said, “Mother, how is it that you have eaten my eïngi,
which I plucked from our tree?” The Mother then (to appease her)
gave her a needle.

The little girl went away and found her Father sewing thongs with
thorns; so she said, “Father, how is it that you sew with thorns? Why
do not you say, [123]‘My first-born, give me your needle?’ Do I
refuse?” So her Father said, “My first-born, give me your needle.”
She gave it to him and went away for a while. Her Father
commenced sewing, but the needle broke; when, therefore, the
child came back and said, “Father, give me my needle,” he answered,
“The needle is broken;” but she complained about it, saying, “Father,
how is it that you break my needle, which I got from Mother, who
ate my eïngi, which I had plucked from our tree?” Her Father then
gave her an axe.

Going farther on she met the lads who were in charge of the cattle.
They were busy taking out honey, and in order to get at it they were
obliged to cut down the trees with stones. She addressed them:
“Our sons, how is it that you use stones in order to get at the
honey? Why do not you say, ‘Our first-born, give us the axe?’ Do I
refuse, or what do I?” They said, “Our first-born, give us the axe.”
So she gave it them, and went away for some time. The axe broke
entirely. When she came back she asked, “Where is the axe? Please
give it me.” They answered, “The axe is broken.” She then said,
“How is it that you break my axe, which I had received from Father
who had broken my needle, which I got from Mother who had eaten
my eïngi, which I [124]had plucked from our tree?” But they gave her
some honey (to comfort her).

She went her way again, and met a little old woman, eating insects,
to whom she said, “Little old woman, how is it that you eat insects?
Why don’t you say, ‘My first-born, give me honey?’ Do I refuse or
not?” Then the little old woman asked, “My first-born, give me
honey.” She gave it her and went away; but presently returning,
said, “Little old woman, let me have my honey!” Now the old woman
had managed to eat it all during her absence, so she answered, “Oh!
I have eaten the honey!” So the child complained, saying, “How is it
that you eat my honey, which I received from the lads of our cattle,
from our children who had broken my axe, which had been given me
by Father who had broken my needle, which was a present from my
Mother who had eaten up my eïngi, that I had plucked from our
tree?”

The little old woman gave her food, and she went away. This time
she came to the pheasants, who scratched the ground; and she
said, “Pheasants! how is it that you scratch the ground? Why do not
you say, ‘First-born, give us food?’ Do I refuse, or what do I?” They
said, “First-born, give.” So she gave to them, and went away. When
she came [125]back and demanded her food again, they said, “We
have eaten the food.” She asked, “How is it that you eat my food,
which I had received from a little old woman who had eaten up my
honey, that I had got from the lads of our cattle who had broken my
axe, which had been given me by my Father who had broken my
needle, which was a present from my Mother who had eaten my
eïngi, which I had plucked from our tree?” The pheasants, flying up,
pulled out each one a feather and threw them down to the little girl.
She then, walking along, met the children who watched the sheep.
They were plucking out hairs from the sheep-skins. So she asked
them, “How is it that you pull at these skins? Why do not you say,
‘First-born, give us the feathers?’ Do I refuse, or what do I?” They
said, “First-born, give us the feathers.” She gave them and went
away, but all the feathers broke. When she returned and said, “Give
me my feathers,” they answered, “The feathers are broken.” Then
she complained, “Do you break my feathers which I received from
the pheasants who had eaten my food, which had been given me by
a little old woman?” They gave her some milk.

She went again on her way, and found their own [126]handsome dog
gnawing bones. She said, “Our dog, how is it that you gnaw these
bones?” The dog answered, “Give me milk.” She gave it him, and he
drank it all. Then she said to the dog, “Give me back my milk.” He
said, “I drank it.” She then repeated the same words which she had
spoken so often before; but the dog ran away, and when she
pursued him, he scampered up a tree. She climbed up after him, but
the dog jumped down again on the other side. She wanted to do the
same, but could not. Then she said, “Our dog, please help me
down.” He answered, “Why did you pursue me?” and ran away
leaving her up the tree.

“That is enough,” say the Damara. [127]

[Contents]

LINGUISTIC PUBLICATIONS
OF

TRÜBNER & Co.,

60, PATERNOSTER ROW, LONDON, E.C.

MAORI MEMENTOS:
Being a Series of Addresses presented by the Native People to His
Excellency Sir George Grey, K.C.B., F.R.S. With Introductory Remarks
and Explanatory Notes; to which is added a small Collection of
Laments, &c.

By CH. OLIVER B. DAVIS.

8vo., pp. iv. and 228, cloth. Price 12s.

HANDBOOK OF AFRICAN, AUSTRALIAN,

AND POLYNESIAN PHILOLOGY,
As represented in the Library of His Excellency Sir Geo. Grey, K.C.B.,
Her Majesty’s High Commissioner of the Cape Colony. Classed,
Annotated, and Edited by

Sir GEORGE GREY and Dr. H. I. BLEEK.

Vol. I. Part 1.—South Africa, 8vo., pp. 186. 7s. 6d.

Vol. I. Part 2.—Africa (North of the Tropic of Capricorn), 8vo.,
pp. 70. 2s.
Vol. I. Part 3.—Madagascar, 8vo., pp. 24. 1s.
Vol. II. Part 1.—Australia, 8vo., pp. iv. and 44. 1s. 6d.
 Vol. II. Part 2.—Papuan Languages of the Loyalty Islands and
New Hebrides, comprising those of the Islands of Nengone,
Lifu, Aneitum, Tana, and others, 8vo., pp. 12. 6d.
Vol. II. Part 3.—Fiji Islands and Rotuma (with Supplement to
Part II., Papuan Languages, and Part I., Australia), 8vo., pp.
34. 1s.
Vol. II. Part 4.—New Zealand, the Chatham Islands, and
Auckland Islands, 8vo., pp. 76. 3s. 6d.
Vol. II. Part 4 (continuation).—Polynesia and Borneo, 8vo., pp.
77–154. 3s. 6d.
Vol. III. Part 1. Manuscripts and Incunables, 8vo., pp. viii. and
24. 2s.

[128]

A COMPARATIVE GRAMMAR OF SOUTH

AFRICAN LANGUAGES.

By Dr. W. H. I. BLEEK.

Will be completed in Four Parts. Part I., pp. 104, sewed.

5s.

THE ISIZULU: A GRAMMAR OF THE ZULU

LANGUAGE;
Accompanied with a Historical Introduction, also with an
Appendix.

By Rev. LEWIS GROUT.

8vo., pp. liii. and 432, cloth. 21s.

KAFIR ESSAYS,
And other Pieces; with an English Translation. Edited by

The Right Rev. the Bishop of GRAHAMSTOWN.

32mo., pp. 84, sewed. 2s. 6d.

A GRAMMAR AND VOCABULARY OF THE

NAMAQUA-HOTTENTOT LANGUAGE.

By HENRY TINDALL, Wesleyan Missionary.

8vo., pp. 124, sewed. 6s.

FIRST LESSONS IN THE MAORI LANGUAGE,

With a Short Vocabulary.

By W. L. WILLIAMS, B.A.

Square 8vo., pp. 80, cloth. London, 1862. 3s. 6d.

 Colophon

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Metadata

Title: Reynard
the fox in
South
Africa
Author: Wilhelm Info
Heinrich https://viaf.org/viaf/92145857803623020415/
Immanuel
Bleek
(1827–
1875)
File 2024-04-
generation 14
date: 13:32:40
UTC
Language: English
Original 1864
publication
date:
Revision History

2024-03-24 Started.

Corrections

The following 9 corrections have been applied to the text:

Page Source Correction Edit

distance
21 orgin origin 1
27 , . 1
39, 119 [Not in source] ” 1
67, 81 [Not in source] “ 1
103 ’ ” 1
103 ” [Deleted] 1
122 “ [Deleted] 1
*** END OF THE PROJECT GUTENBERG EBOOK REYNARD THE FOX
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