LANGUAGE TWO ADVANCED LEVEL (TOPIC 9)

Character Characterization

i. Kigunda

The exploited character
Bad-tempered and cruel to his family
He is Gathoni’s father and Wangeci’s husband
A farm labourer who receives low wages
A drunkard
A man of contradictions
Illiterate and not wise
A funny character who despises women despite his weaknesses

ii. Gicaamba

A factory worker who works long hours and is paid low wages
Kigunda’s neighbour and Njooki’s husband
A wise man
A traditionalist and against the new religion
A patriot and mobilizer, calling for unity as the only weapon for success
A constructive man who always gives positive ideas

iii. Wangeci

Kigunda’s wife
A wiser woman than her husband
She forces her daughter to get married
Also illiterate
Hates the tendency of excessive drinking
Represents all women who experience humiliation from their husbands by being beaten and isolated by the system

iv. Gathoni

Not educated but eager to be educated
An unmarried girl
Does not want to be forced into marriage and wants freedom in her own affairs
Lover of Muhumi who impregnates her
Jilted by John Muhumi and chased away by her father
Later becomes a barmaid
Suffers humiliation of being called a whore or prostitute
Represents the young generation who want change after being frustrated with life

v. Njooki

Gicaamba’s wife
Aware of the existence of social classes and believes it is very difficult for the rich to marry from the poor
Represents women who are oppressed
A wise woman

vi. Ahab Kioi wa Kanoru

A wealthy person
John’s father and Jezebel’s husband
Ikuua’s business partner
An exploiter
A black capitalist who works for the interests of the white (hypocrite)

vii. Ikuua wa (Nditika)

Kioi’s business partner
Represents the class of black capitalists who exploit fellow Africans
A polygamist

viii. Ndugire

Saved and encourages Kigunda and Wangeci to be saved
Represents the class of exploiters who collaborate with foreigners to exploit fellow Africans
Along with Kioi and Ikuua, uses the Bible as an instrument to soften fellow Africans so they can do their evils without protest
Becoming rich

Content

i. Exploitation

People like Kigunda and Gicaamba sell their labour power in the plantations of a few people like Kioi, Ikuua, and the whites and are paid low wages. This is facilitated through indigenous people like Ikuua and Kioi who act as middlemen, landlords, and church men. These exploiters link multinational companies and Africans.

Gicaamba provides his manpower in the factory; he doesn’t even have time to rest but is paid very little wages.
Kigunda works on Kioi’s farm but is also paid low wages.
These people also use the church to exploit people by demanding Kigunda and Wangeci to have their marriage blessed, as Christian marriage requires a lot of money. That’s why Kigunda takes a loan from the bank to facilitate the ceremony.
Poor people are exploited as they are demanded to contribute to the building of the church despite being poor.
Generally, in this play, churches are used to clear the way for the domination of neo-colonialism.

ii. Land Alienation

People like Kigunda and Gicaamba are alienated from their fertile land. The minority like Kioi and Ikuua own large pieces of land, and foreign companies are the only people who own large and fertile land.
The land was taken during colonial rule and even after independence, it has not been returned to the owners.
Poor people are marginalized and given pieces of land in areas that are not fertile. For example, Kigunda has one and a half acres for the whole family.
Rich people work hard to take even the small land that poor people have. Foreigners want to establish projects but want to get small pieces of land from Kigunda, i.e., one and a half acres.

iii. Awareness

People like Gicaamba are aware of exploitation; that’s why Gicaamba complains that they work long hours but are paid low wages, which cannot even sustain their essential needs.
Gathoni is aware that education is very important; that’s why she complains to her mother for not sending her to school. She also knows she has the freedom to select her partner and make decisions.
Wangeci is aware of the impact of excessive drinking; she tells Kigunda to leave that habit as it leads to poverty and irresponsibility.
Gicaamba advises Kigunda and Wangeci not to rely on promises as promises do not guarantee delivery. He tells them that Gathoni and John may not marry because of class differences.
Gicaamba is aware of the best way to solve existing problems; he calls for unity and patriotism and uses a song to mobilize fellow Africans.

iv. Conflicts

Conflict between Gathoni and her parents: Gathoni complains about their poor living conditions, using rags and the floor as her bed, and not being taken to school like her brother but left at home for domestic activities and tea picking.
Conflict between Gathoni and her father: When Gathoni returns from Mombasa pregnant, Kigunda becomes furious as she did not listen to his advice.
Conflict between Gathoni and John Muhuuni: John cheats Gathoni to conceive so he can marry her, fearing marrying a barren woman. After pregnancy, John refuses to marry her, chases her away, and insults her by calling her a prostitute.
Conflict between traditionalists and Christians: Kigunda, Wangeci, Gicaamba, and Njooki are against Christianity as it is connected to the whites and neo-colonialism. Kigunda chases away a group of singers from his home, questioning the need to contribute to building a church used only once a week.
Conflict between Kioi’s family and Kigunda’s family: Kioi and Ndugire’s family try to preach Christianity to Kigunda, who shows no interest and chases them away. Later, when John Muhuuni impregnates Gathoni, Kigunda and his wife approach Kioi to propose their children marry first, but Kioi denies the idea, causing Kigunda to threaten him with a sword.

Intra-Personal Conflict

Gathoni

About poor living conditions
Not being taken to school
After being jilted

Wangeci

About the stubbornness of her daughter
After her daughter being jilted
About excessive drinking behavior of her husband

Kigunda

Unhappy with low wages leading to poor living conditions and the stubbornness of his daughter
Unhappy with a system that favors rich people even if they are guilty; that’s why Kigunda uses his sword

v. Illusion

Gathoni has the illusion that once she gets a husband, she will have a better life, but nothing comes as she expects.
Wangeci has the illusion that the relationship between Gathoni and John Muhuuni will lead to their marriage. She believes Kioi’s visit is to discuss their children’s marriage, but this is not true. She also connects Christianity as paving the way for their marriage.
Wangeci believes Kioi will agree to let the children marry first since John has impregnated Gathoni, but this does not happen.

vi. Education

Girls are not given a chance for education; they are left at home for domestic activities and to work on farms, e.g., Gathoni. This is due to cultural influence and family poverty.
Girls are not given equal chances as boys in education; women are considered unimportant in society, showing gender imbalance.
Education is important as the illiterate fail to find the best solutions to problems, e.g., Kigunda.

vii. Neo-Colonialism

Not only Germans, Japanese, or Americans buy large areas of Kenyan land for factories and dominate major means of production, but black imperialists also enrich themselves under neo-colonialism, e.g., Kioi plans to create a tourist hotel in Mombasa but uses his son’s name to avoid recognition.

viii. Classes (Social Stratification)

The poor classes are represented by Kigunda and Gicaamba, while the rich classes are represented by Kioi and Ikuua, who are antagonistic. The rich use the poor to enrich themselves.
Other themes include poverty, disappointment, position of women, love affairs, and betrayal.

ix. Poverty

x. Disappointment

xi. Position of Women

xii. Love Affairs

xiii. Betrayal

Poetry

Selected Poems of East Africa – Institute of Education

Poetic Appreciation

Poetic appreciation is a step-by-step analysis of the features or elements within a poem. Appreciating a poem attempts to understand it in detail and enjoy its sounds and purpose. The elements of poems differ.

There are many ways of appreciating a poem, just as there are many different elements found in different poems.

The person appreciating the poem focuses on the elements within a particular poem rather than what is not found.

S – Subject matter
P – Purpose
E – Emotions/mood
C – Craftsmanship/technique/style

Craftsmanship consists of:

S – Structure
L – Language
I – Imagery
M – Movement/Rhythm
S – Sound

Africa by David Mandessi Diop (1927–1960)

Mandessi was born in Bordeaux, France, to a Senegalese father and a Cameroonian mother. He was one of the leading lights of Negritude. He published only one book of poetry on which his fame rests. After the independence of Guinea, he went to work there as a teacher. He died in a plane crash in 1960 together with his wife. The manuscript of his new book of poetry was also lost in the crash.

Africa

Africa my Africa
Africa of proud warriors in ancestral savannahs
Africa of whom my grandmother sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
The slavery of your children
Africa tell me Africa
Is this your back that is bent?
This back that breaks under the weight of humiliation
This back trembling with red scars
And saying yes to the whip under the midday sun
But a grave voice answers me
Impetuous son that tree young and strong
That tree there
In splendid loneliness amidst white and faded flowers
That is Africa your Africa
That grows again patiently obstinately
And its fruit gradually acquires
The bitter taste of liberty

Phrase

The poem is about a person who has lived away from his continent (Africa) and therefore does not know it well. The person laments the suffering of Africans who work like slaves, and their blood and sweat, plus those of their children, irrigate the fields. The person compares Africa with an impressive lonely tree in the middle of white and faded flowers. The tree (Africa) has produced fruit which has gradually acquired the taste of liberty.

Themes

Exploitation

The persona portrays the exploitation of Africans who were treated like slaves because they worked and sweated for their masters to enjoy. For instance, in stanza two:

“Your beautiful…”

The message from this poem is that all forms of exploitation should be banned in society.

Unity

The poem shows the importance of unity among oppressed Africans who decide to mobilize themselves to fight for liberation. For example, in the first stanza, second verse, the persona says:

“Africa of proud warriors in ancestral savannahs.”

The message is that unity is important to end oppression in society.

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Dehumanization

The persona shows humiliation of Africans who were treated as if they were not human while in their own continent. For example, in the third stanza, verses 1, 2, and 3, the persona says:

“Is this your back that is bent?
This back that breaks under the weight of humiliation.
This back trembling with red scars,
And saying yes to the whip under the midday sun.”

The message is that all people are the same under the sun and deserve equal treatment.

Awareness

The persona realizes that though he was not born and raised in Africa, he is African because of the African blood flowing in his veins. This is observed in the 1st stanza, 5th and 6th verses. The message is: “We need to be aware and proud of our origin.”

Sacrifice

The poet shows the sacrifice made by African warriors who were whipped and shed their blood in ancestral savannahs. Their blood irrigated the fields, but they never gave up the fight. This is observed in the 1st stanza, 2nd verse. The message is: “We need to sacrifice ourselves for the betterment of society.”

Alienation

The poet shows alienation of those born and living in foreign countries like himself. These people find themselves alienated because they do not enjoy the same rights as indigenous people in their homelands. For example, in the 1st stanza, 5th verse, the persona says:

“I have never known you.”

The message is that people should remember their place of origin even if they are born and grow up elsewhere.

Liberation Struggle

The poem shows the movement of African warriors to get rid of colonial regimes. For instance, in the 4th stanza, last four verses, the persona says:

“That is Africa your Africa
That grows again patiently obstinately
And its fruit gradually acquires the bitter taste of liberty.”

The message is that mobilization, self-sacrifice, and unity are very important in any liberation struggle.

Poetic Devices

Sound Devices

i. Alliteration

This is the repetition of consonant sounds at the beginning of words in the same verse. For example, in the 2nd stanza, 1st verse:

“Your beautiful black blood…”

Also, in the 3rd stanza, 1st verse:

“Is this your back that is bent?”

ii. Consonance

This is the repetition of the same or very similar consonant sounds, usually at the end of words in the same verse. For example:

“Impetuous son that tree young and strong.”

iii. Assonance

This is the repetition of similar vowel sounds in the same verse. For example, in the 1st stanza, verse 4, in the words “distance” and “on the banks of the distance river.”

Sense Devices

Symbolism

The poet uses words like “red scars” to symbolize suffering and oppression done to Africans. For example, in the 3rd stanza, verse 3:

“This back trembling with red scars.”

Use of Imagery

Visual image: The poet uses the lonely tree to represent Africa.

Image of taste: The poet uses words like “the bitter taste of liberty” to reflect the bitter feelings African warriors had against colonialists, as seen in the last stanza.

Personification

Africa is given human characteristics, as if the continent speaks like a human being. For example, in the 2nd stanza, last verse, the persona says:

“Africa tell me Africa.”

Mood of the Poem

The mood is sad or sympathetic due to exploitation, humiliation, and oppression by colonialists.

Tone of the Poet

The tone is bitter because the themes reveal the condition of oppressed Africa.

The Dying Child

The Dying Child by Freeman Peter Lwanda

A Tanzanian poet who worked for the Tanzania Tourist Corporation.

The Dying Child

Thin and red,
Skinny and bald,
The boy groans on the ground,
Swollen stomach,
Full of waste,
Thin arms,
Twitch,
As the boy
Fights with flies
Over the empty plate.
Ten years old,
He looks older than ten,
And so small,
As he wriggles,
Prisoner
Of his unproportioned body.
‘Mother’ shouted the boy,
When I grow up
I will carry a gun
And not a pen!
‘My son’ shouted the mother,
‘My son’ cries the mother,
‘You will never live to carry a gun,
There is no meat for us.’

Paraphrase

The poem is about a ten-year-old boy suffering from Kwashiorkor caused by malnutrition. The boy is busy fighting flies over an empty plate. He is thin, bald, with a swollen stomach and thin legs and arms. The boy groans on the ground due to his unbalanced body. Although ten years old, he looks older. The boy has a vengeful mind and tells his mother he will carry a gun, not a pen, but the mother shouts that he will never live to carry a gun because there is no meat for them, showing her disillusionment.

Themes

Poverty

The persona shows the boy lives in extreme poverty and cannot afford a balanced diet. The mother tells the boy he will never live to carry a gun because there is no meat for them. The boy competes with flies over the empty plate, indicating poverty.

Classes

The poem depicts social classes, showing those who can afford meat and those who cannot. The mother tells her son he will never grow up to carry a gun because there is no meat for them, indicating class differences.

Disappointment

The mother is disappointed and believes her son will not live long due to an unbalanced diet.

Awareness

The boy realizes that change in society can be brought through force, not peacefully or through education. The mother is aware her son may not live long.

Irresponsibility

The poet shows the government’s irresponsibility towards people living in extreme poverty. The mother cries bitterly for her dying son and leaves him to fight flies over the empty plate.

Poetic Devices

Sense Devices

Imagery

The poet draws a mental picture of the dying child with thin arms, swollen stomach, thin legs, and an unproportioned body, fighting flies over an empty plate due to poverty.

Diction

The poet carefully chooses words like “skinny,” “bald,” “thin,” “swollen stomach,” “flies,” and “pen” to convey the intended meaning and evoke sympathy.

Sound Devices

Alliteration

Repetition of consonant sounds at the beginning of words, e.g., “boy groans on the ground” and “swollen stomach.”

Repetition

The word “thin” is repeated to emphasize the boy’s condition.

Dialogue

The dialogue between the boy and mother reveals their situation.

An African Thunderstorm by David Rubadiri

Subject Matter

The poem is about the sudden arrival of a storm in a village, shocking the people.

Alliteration

Examples include “wind whistles” and “whirling wind.”

Onomatopoeia

Words like “whirling wind” imitate sounds, enhancing imagination.

Imagery

Imagery describes the storm’s arrival and effects, e.g., “pregnant clouds” and “clothes wave like tattered flags.”

Personification

Non-human elements are given human traits, e.g., “pregnant clouds.”

Structure

The poem has four stanzas with varying line numbers and no rhyme scheme, following a modern style.

Similes

Comparisons using “like” or “as,” e.g., “like a plague of locusts” and “clothes wave like tattered flags.”

Questions and Answers

Subject Matter: The poem describes the arrival of a storm in a village.
Main Theme: The impact of colonialism and its effects on Africa.
Mood: Dramatic and fearful.
Rhyme Scheme: Irregular or none.
Type of Poem: Modern free verse.

Your Pain by Armando Guebuza

Your pain
Yet more my pain
Shall suffocate oppression
Your eyes
Yet more my eyes
Shall be speaking of revolt
Your scars
Yet more my scars
Will be remembering the whip
My hands
Yet more your hands
Will be lifted fully armed
My strength
Yet more your strength
Shall overcome imperialism
My blood
Yet more your blood
Shall irrigate our victory

About the Poem

Written during the struggle for independence by the present President of Mozambique, Armando Guebuza. The poem encourages commitment to the liberation struggle.

Type of Poem

Didactic, giving instructions to readers.

Language

Standard and understandable, with figures of speech such as personification and symbolism.

Poetic Devices

Personification: Inanimate things are given human attributes, e.g., “Say your pain shall suffocate oppression.”
Symbolism: Scars symbolize suffering; hands symbolize unity; blood symbolizes sacrifice.
Repetition: The phrase “Yet more…” is repeated to emphasize commitment.
Rhyme: Regular rhyme pattern aab, ccd, cce, making the poem musical.
Alliteration: Repetition of consonant sounds, e.g., “Your pain, Yet more my pain.”

Possible Themes

Rising awareness/consciousness
Lack of humanity
Oppression
Struggle against imperialism
Sacrifice

Relevance

The poem remains relevant today as it calls for unity and freedom against neo-colonialism and other societal problems.

Shall I Compare Thee to a Summer’s Day

Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate,
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date.
Sometimes too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometimes declines,
By chance or nature’s changing course untrimmed;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st,
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st;
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

Questions

What is the subject matter of the poem?
Identify the main theme of the poem.
Comment on the mood of the poet.
Comment on the rhyme scheme.
What type of poem is this?

Answers

Subject Matter: The poet expresses his love and admiration for a woman, comparing her to a summer’s day.
Main Theme: Love.
Mood: Romantic.
Rhyme Scheme: abab cdcd efef gg.
Type: Spenserian sonnet, combining Italian and Shakespearean forms.

Stylistics and Communication in English

Communication Skills

Communication is defined as:

The exchange of information and understanding between parties.
The process of transferring information and understanding between parties.
Transferring information from a sender to a receiver through media.

Communication is characterized by:

Being a continuous process.
Being a two-way process involving exchange between sender and receiver.
Completeness with feedback from receiver to sender.
Involving exchange of intangible information, not goods.
Requiring medium (language) and channels.
Involving understanding between parties.

Tools or Means of Communication

Verbal tools (language)
Non-verbal tools (body language, signs, signals, e.g., traffic lights, colors)

Communication Model

A diagrammatic representation of the communication process, involving:

Speaker or sender (spoken or television)
Writer (written or radio)
Receiver or listener (reader)
Channels and feedback

Communication Breakdown or Failure

Occurs when the intended message is not timely or effectively received. Causes include:

Failure of message to reach receiver
Misunderstanding by receiver
Late arrival of message
Wrong medium or channel
Sender sends wrong message (e.g., rumors)

Effects of Communication Breakdown

Conflict, fights, war, misunderstandings
Hatred, hostility, anger
Lack of trust and suspicion
Destabilization of socio-economic activities
Failure in learning and education, strikes, and boycotts

Effective Communication

Effective communication requires special skills to avoid breakdown. It is defined as:

Careful and timely sending of the right information and total understanding between parties.
Sending the right information through the right media and channels to the right receiver at the right time.

Factors Influencing Effective Communication

Linguistic factors
Psychological factors
Environmental factors
Social or cultural factors

A) Linguistic Factors

Proper pronunciation
Use of language appropriate to the audience
Use of appropriate register or style depending on the field
Use of appropriate dialect common to the audience
Being clear and avoiding bombastic or unnecessary vocabulary

B) Psychological Factors

Avoid being judgmental or biased; judge the message, not the person
Cultivate interest to promote effective communication
Prepare psychologically by managing emotions to communicate effectively
Note: Tensions, frustrations, anger, and hatred affect communication and cause breakdown

C) Social Factors

Related to beliefs, traditions, ideologies, customs, and norms. One must be sensitive and respectful to avoid offending others and promote active communication.

D) Environmental Factors

Climate conditions such as noise, rainfall, wind, temperature
Psychological interruptions like speech interference, passing people, vehicles, animals
Smell, dust, and other climatic extremes
Timing of information is key to effective communication

Advantages of Effective Communication

Promotes unity, cooperation, and solidarity
Promotes peace, security, and orderly conflict resolution
Promotes social and economic development
Facilitates understanding in education and learning
Saves time
Saves resources (financial capital)

Stylistics

Stylistics is the study of variations in language style depending on the situation and the effect the user wishes to create on the addressee.

Variation

Different forms of the same language are called varieties.

Situation

Non-linguistic variables that influence the choice of variety, e.g., relationship between user and addressee.

Types of Variation (Causes)

Variation according to user (Dialect)
Caused by people belonging to a particular place or class in a geographical or social scale.
Variation according to use (Register)
Caused by conditions placed on the user due to the situation.

Language Variations According to User

Characteristics of a user may cause language variations, leading to dialects and accents.

i. Dialect

A language variety distinguished by vocabulary and grammar differences, typical to individuals, places, or social classes.

ii. Accent

The way a speaker pronounces a language, indicating their geographical origin.

Language Variation According to Use

Users choose language elements and structure to fit the situation, called register.

Registers include:

Field of Discourse (Domain)

The subject matter of the speech activity, e.g., agriculture, physics, history.

Mode of Discourse (Medium)

Written or oral modes; written language is more organized with punctuation, oral language less so.

Tenor of Discourse (Status)

The relationship between user and addressee, distinguishing polite/impolite or formal/informal language.

Styles of Registers Identified in Stylistics

i. Consultative/Common Core/Basic Style

Spoken anywhere, even to strangers seeking information.

Example of Dialogue (Consultative)

Caro: Muumuu, excuse me miss.
Stranger: Yes, may I help you?
Caro: Yes, I can’t seem to find the PPF tower.
Stranger: Oh! Actually, we are standing right opposite to it.
Caro (smiling): Oh, I see one.
Caro: Thank you.

ii. Casual

Among friends.

Example of Dialogue (Casual)

Noreen: You tell me.
Irene: What’s up girl, tell me.
Noreen: Well, I didn’t ask you to call me.
Irene: Ha ah… okay, goodbye.

iii. Intimate

Spoken to close partners, e.g., married couples.

Example:

Wife: Baby, please take the kids to school.
Husband: Thought that was your responsibility.
Wife: But I’m tired, sweetly.
Husband: I always tell you not to look at me like that when you ask for something.
Wife: (smiles) I don’t do it on purpose, you know.
Husband: Yes, right, fine, I will take them.
Wife: Love you, mean it.
Husband: Love you too.

iv. Formal

Official, proper grammar.

Example of Dialogue (Formal)

At the Transform office, Mbezi:
Bundala: Cecy, would you bring me those files?
Cecy: Yes, boss.
(She takes them to Bundala’s office)
Bundala: I need you to make a call to Neringo and have him meet me at 12:00 noon sharp.
Cecy: Yes, boss.
(She departs)

Other Characteristics of Formal Language

Proper punctuation
Proper grammar
Use of polished vocabulary (e.g., poor health – impoverished, go down – descend)

v. Frozen Style

Used in particular fields such as literature, religion, and law. It is called frozen because it is usually unaffected by changes and retains its features. It is familiar to those who use it regularly.

Other Terms Used

Various features constitute peculiar features that make varieties labeled as such, including:

Standard Variety (Standard Dialect or Language)

Has the highest status in the community or nation. Based on educated speech or writing. Used in news, media, and literature. Found in dictionaries and grammar books and taught in schools.

Non-Standard Variety

Marked by serious deviations from the standard variety, including wrong pronunciation and grammar.

Slang

Informal words and expressions common in spoken language, especially among groups. Slang is often short-lived and used for novelty or emphasis.

Examples: Crib – cheat; Contract – order to kill; Dough – money; Peg out – die.

Jargon

Words or expressions used by a particular profession or group, difficult for others to understand. Language of special groups like doctors, lawyers, scientists.

Euphemism

Words or phrases used instead of others that are embarrassing or unpleasant, to make speech less harsh, e.g., “pass away” for die, “short call” for pee.

Situations Calling for Different Language Varieties

Write a press release to tobacco farmers about a disease affecting their crop and how to combat it (formal language).
A play encouraging farmers to plant more coffee due to profitability (simple language).

Dialogue Example

Setting: Village
Characters: Atu, Uswedi, Rwegashora, Wane, Rwega, Waguma

Rwega: Are you from the farm?
Uswedi: No, I am taking Rubisi.
Rwega: At this farming time?
Uswedi: Farming time? What farming time are you talking about?
Rwega: I mean now, shouldn’t you be pruning your coffee?
Uswedi: Ha ha ha man Rwega, I thought you were very understanding… everyone is complaining about coffee not filling our pockets.
Rwega: Uswedi, my friend, we are reluctant to implement what our officers tell us.
Wane/Atu: Hello.
Uswedi: Hello.
Rwega: Where are you young beautiful ladies coming from?
Wane: We are from SUA University on field studies.
Uswedi: Oh, so you’re SWAT.
Atu: Ha ha! Yes, we are studying agriculture.
Wane: We overheard your conversation; maybe we can help.
Uswedi: Rwega, your people are leaving.
Rwega: Uswedi, where are you going? Let us hear from them.
Wane: It seems you have problems with coffee farming; this can be resolved by using proper agricultural skills and techniques.
Atu: My colleague is right; the key to better production is sufficient technology.
Uswedi: Sorry, what do you mean by sufficient technology?
Wane: Applying proper tools and methods to yield high outputs. For example, this village has a shortage of water, but coffee can be produced here using irrigation.
Atu: Not only that, but also use perfect tools, not hand hoes, to earn more output since coffee is profitable.
Rwega: I think you have good ideas; it’s time to plan a seminar to raise awareness among Mwika coffee farmers.

Analysis of Different Language Styles

Language Styles/Registers

Analysis is done by looking at language features used, including:

Lexical features (vocabulary)
Phonological features
Graphological features
Semantic features
Syntactical features (grammar)

A. Conversational Style

Likely to have informal language.

Features Expected

Lexical features: Colloquial, idioms, and slang vocabulary used in everyday conversation.
Example: “I told him to shove off,” “Use your coconut.”
Conversational style avoids technical terms; technical terms are used humorously.
Syntactic level (grammar):
Use of interjections to express feelings or emotions.

To express	Interjection
Joy	Hurrah!
Sorrow	Oh! Aah!
Silence	Hush! Ssh!
Pain	Ouch!
Wonder	Woow!
Disgust	Puh!
Greetings	Hi, hello
Surprise	What! Ah!

Use of attention-calling devices such as “You see,” “Look here,” “I mean,” “By the way,” “I say,” “You know what.”

Use of hesitations as fillers: “…eh…,” “…umm…”

Use of sentences beginning with coordinators, e.g., “But he didn’t attend the party,” “Or may go to Arusha.”

Use of non-sentence expressions, e.g., “See you there,” “See you later,” “Sorry for disturbance,” “Pleased to meet you.”

Use of simple sentences, e.g., “I will be there,” “We shall see,” “He came.”

Use of short responses, e.g., “Yes I did,” “No I can’t,” “To Arusha.”

Use of contracted forms, e.g., “Aren’t you coming today?” “I’m sorry, I am not.”

Use of question tags, e.g., “Marry come here, didn’t she?” “You like honey, don’t you?”

Lack of clarity: Some information may not be said, making it hard for outsiders to understand.

Use of incomplete sentences, e.g., “Yesterday I…,” “What did you?” “I… er… I…”

Random topics: Conversations often start with random topics.

Exercise

Write a dialogue between two street boys arguing over possession and show evidence of conversational style according to:

Syntactical level
Lexical level of analysis