Master of Arts in Semitic Languages and Cultures

The primary purpose of this qualification is to provide qualifying learners with various competencies.

- Applied Competence

The learner should be able to demonstrate his/her understanding of the field of Semitic Languages. For this purpose, the learner should have an advanced knowledge of the grammar and literature of at least one of the Semitic Languages. The learner should be able to interpret the literary documents critically, demonstrating both his/her knowledge of the field and his/her ability to analyse, synthesise and evaluate aspects of the field of study. These foundational competencies should finally be completed by the practical competence to write a research paper on an aspect of Semitic Languages.

- Benefits to the learners

a. Establishment of a scientific approach to Semitic Languages.

b. Personal development of learning and research skills, as well as the ability to evaluate grammatical and literary problems.

c. Marketability and employability of the learner in various capacities, e.g. as teacher, translator, minister of religion, civil servant or businessman.

d. Preparation for diplomatic services in the world, especially in the Middle East.

e. Opening of access routes to further education and training, e.g. doctorate in Semitic Languages or Theology.

Recognition of Prior Learning (RPL)

All potential learners who claim that they have achieved relevant prior learning which should give them access to the programme need to apply to the Accreditation Committee of the Faculty of Arts for Recognition of Prior Learning.

Potential learners who want to be credited for prior learning and or experience for a particular module or modules need to apply in writing to the departmental chairperson of the department offering the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to be to the detriment of the potential student and that his/her chances to succeed must be reasonable.

The Committee will assess learner's competencies in order to determine whether they are eligible for a) access to b) advanced placement in, or c) recognition of status for this qualification.

Entry Requirements

• Bachelor of Arts Honours in Ancient Languages and Cultures, NQF Level 8.
• Bachelor of Arts Honours in Culture and Media Studies, NQF Level 8.

1. The learner should be able to demonstrate the ability to identify a research question relevant to the field of Semantic Languages, as well as the ability to formulate an appropriate methodology of approaching the research. The learner should also demonstrate the ability to provide a well-reasoned solution to the initial research problem.
2. The learner should demonstrate the ability to work closely with (a) designated supervisor(s), producing research valued by the broader scientific community.
3. The learner should provide proof of his/her ability to study source material and report on it at regular intervals. In this regard, the learner should accept a responsibility to attend scheduled meetings, to keep in regular contact with the supervisor(s), to present sections of the research at agreed times, and to make the changes to the research report as required by the supervisor(s).
4. The learner should demonstrate the ability to formulate a relevant research question, independently find relevant source material, interpret the material and purposefully integrate it into the argument of the dissertation. In particular, the views of other researchers should be related to the learner's own, providing a clear and logical solution to the research problem formulated at the outset.
5. The learner should be able to formulate the views of other researchers in a clear and fair way, and should further be able to express his/her own views in precise and unambiguous language. For this purpose, the learner should demonstrate her/his knowledge of technical language (jargon) pertaining to the field of study.
6. The learner should be able to access different sources of information, inter alia library catalogues, references in books and scientific journals and the internet. Ideally, the learner should also be able to make use of the available information technology to present the results of his/her research effectively.
7. The learner should be able to view and evaluate any specific matter related to the study of Semitic Languages within its broader socio-historical context. The learner should thus show an awareness of different approaches to any given matter, and should be able to locate and motivate his/her own approach in relation to others.
8. The learner should be able to make use of various learning skills, such as memorisation of fundamental knowledge, debate with fellow learners and supervisors, gathering and evaluation of relevant information, and critical thinking.
9. The learner should have an understanding of the position of the various religious communities within the South African society, thereby advancing the principles of equality, fairness and tolerance within our shared country.
10. The learner should show appreciation for the rich cultural heritage of the Semitic peoples. At the same time, this sensitivity should be paralleled by a sensitivity for the different cultures co-existing in the South African society.
11. The learner should ideally acquire the ability to demonstrate the practical relevance of his/her knowledge of Semitic Languages and cultures to potential employers such as Government departments and agencies as well as businesses.

Individual learners might be able to exploit their expertise in Semitic Languages to establish consulting agencies or small businesses, thereby ensuring employment.

1. Is the learner able to identify a relevant research question? Is the learner able to motivate an appropriate methodology? Does the learner provide a well-reasoned solution to the initial research problem?
2. Is the learner able to work closely with the designated supervisor(s)?
3. Does the learner successfully study source material? Does the learner present sections of the research to the supervisor(s) t the agreed times? Does the learner make changes to the research report as required by the supervisor(s)?
4. Is the learner able to formulate a research question, find relevant sources, interpret the material and integrate it into his/her research? Is the learner thus successful in providing a satisfactory solution to the formulated research problem?
5. Is the learner able to formulate the views of various other researchers? Can the learner effectively express his/her views?
6. Is the learner able to make use of the technological aids available to access information and present the results of his/her research?
7. Is the learner able to view and evaluate relevant issues within their broader socio-historical context? Is the learner aware of the impact that different approaches to the issues might have n the views advocated?
8. Does the learner have sufficient knowledge of the subject matter? Is the learner able to gather and evaluate relevant information? Is the learner able to engage in critical debates with his/her peers?
9. Does the learner's knowledge, insight and attitude towards the subject matter reflect an understanding of the requirements for common citizenship?
10. Does the learner show the necessary respect for the rich cultural heritage of the Semitic peoples? Does the learner translate into a similar sensitivity for the different cultures co-existing in South Africa?
11. Can the learner convince potential employers of the value of his knowledge and insight into Semantic Languages and cultures?
12. Are there opportunities for self-employment arising from the learner's research?

Integrated Assessment

Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented

A range of formative assessment strategies is used. Formative assessment strategies include among others, research assignments, short essays, and presentations in small groups. Opportunities for peer assessment are included.

Summative assessment practices that will be implemented

Integrated assessment, focusing of the achievement of the exit-level outcomes, will be done by means of learners being required to write either one examination of three hours per module and a dissertation of limited scope (+-80 pages) or being required to write a full-length dissertation (+-150 pages).