Critically evaluate the Uganda’s National Examination Board’s UCE and UACE syllabuses for Literature in English and; a)What socio-economic and political reasons justifies the syllabuses b)If it were upto you,make a list of possible literary texts you would propose to be taught. Gitira Cynthia, Ato Bella Vicky, Ayerango Freda and Nyafwono Christine

The following are the aims of teaching literature according to the National Curriculum Development Centre; To provide an introduction to African and world literature through the study of works which are likely to be appreciated, to develop the culture of reading for pleasure, to enhance students linguistic, aesthetic and creative growth and to promote the understanding and appreciation of the value of national unity, patriotism and cultural heritage. According to Uganda National Examination Board, the following books constitutes section A on the UCE examination board; William Shakespeare’s ‘The merchant of Venice’, Francis Imbuga’s ‘Betrayal in the city ‘and Laury Lawrence Ocen’s ‘The Alien woman’. There are various socio-economic and political reasons that justify the above selected books as unveiled below: “BETRAYAL IN THE CITY” by Francis Imbuga ‘Betrayal in the city’ is a play written by Francis Imbuga. It examines the problems of independence and freedom in post-colonial Africa states, where few believe they have a stake in the future. Africans end up disappointed when the African leaders they had hoped to bring change become perpetrators of corruption, dictatorship, nepotism and assassinations. It is a story of Kafira, headed by Boss. A demonstration is organized by concerned university students to protest against the influx of expatriate specialists. This leads to the death of a student, Adika who is shot by a police officer. It is after Adika’s death that the plot of the play is developed because after the funeral, Mosese is arrested for criticizing the government’s actions, Jere is also arrested for siding with Nina and Doga, a play is set and a prisoner falls ill before the rehearsals, forcing Boss to pot for live guns. The book closes with a coup to overthrow Boss’s government and Jusper shoots Mulili in revenge. This book should be studied in ‘O’ level because of various reasons, some of which have been discussed below. The book is a clear portrayal of partriotism and how one’s love foe his/her country may cost them but in the long run it gives peace. This is seen from the university students who protest against bad governance in Kafira. Although Adika loses his life and Mosese imprisoned, these students achieve their goal at the end of the play, a clear indication of struggle and patriotism hence the above book should be studied. Furthermore, the book exposes bad governance through Boss’s government full of corruption, nepotism, assassinations at the expense of poor states men. Boss does not defend the rule of law and only relies on Tumbo and Mulili people who are not competent.Mulili,who is holds a prestigious post in government because he is related to Boss while qualified citizens suffer. This clearly brings out what happens in our current society, a reason as to why the above book should be studied. While reading the book, one comes to terms with betrayal.Mulili betrays Boss at the end of the play. It is however a coincident that the staged play within a play is entitled ‘Betrayal in the city’. It is absurd because we expect Mulili to protect Boss but instead he unveils his evils and at one point he swears that he wasn’t related to Boss. This is also true in our current society and through such a book, students learn to be faithful and trustworthy to their relatives and friends. b] If granted chance I would choose Henrik Ibsen’s ‘An enemy of the people’. This text explores political and environmental issues in the Norwegian society in a manner that depicts the true state of affairs in any society of the modern world.Dr. Stockmann,a Medical officer attached to the Baths project, brushes everyone the wrong way when he sticks to his view that the whole project is a ‘whited sepulchre’; a contaminated source of disease and corruption. His obstinacy pits him against all the political and democratic forces in the town. This book applies to our society today because the same leaders we entrust our hopes are the very ones who disappoint us through their hypocricy.Dr.Stockmann however does not accept to be corrupted in mind and he stands alone for the truth, a reason as to why he is branded ‘an enemy of the people’ at the end of the play. The play portrays a clash of ideas that succinctly lays bare hypocritical underbelly of the modern society, and how truth and integrity are trampled underfoot in the name of democracy, as depicted in our current society where truth is bitter. THE ALIEN WOMAN” by Laury Lawrence Ocen 1a) Bungatira , a district in Northern Uganda, is basically rural, its people practice witchcraft; they are against education and believe that cattle and land are the only sources of wealth, more so they are firmly polygamous The plot centers on the family of Bicencio Olugo and his wife Cerina and their two sons Fred Opito and James Obina. By Bungatira’s standards Olugo is a poor man ,he has only one wife, no large herds of cattle and limited land. His only pride is his job as a local administrator, despite his lack of wealth, he decides to send his children to school in the hope that they would lift his family out of poverty, an idea ridiculed by villagers especially Ogang, for whom education is “ too long a way of acquiring money!!!” Ogang is wealthy but refuses to educate his children: he is antisocial and practices witchcraft. Despite their humble background, Opito and Obina both study hard and do well at school. Though they look alike, their ideas of the future are very different Opito doesn’t participate in cultural activities and hopes to marry an educated woman even if she is from another tribe.This worries his parents.Obina still believes in cultural norms, so he is set to marry from his people. When Opito joins the school of technology, he finds the woman of his dreams, Gladys. But she is rejected by his people and sent away in embarrassment. She decides to end their relationship and Opito is heartbroken. Ogang, who all along is jealous of his progress sends him a sprit,an alien which resembles Gladys. It keeps him company at night. Out of desperation he marries a village girl but the spirit still comes. When he is finally set free and his wife hopes for a normal marriage, Opito rejects her in fear that she might be another alien since she is moody and never laughs! Obina joins Makerere University where he meets Margaret Nagawa, a daughter of a prominent business man in Kampala. Margaret, a real beauty has strong feelings for Obina,but he cant reciprocate them because she is from a different tribe.He tells her “for us a boy who marries a muntu has sold his people.” Margaret suggests they avoid the village once they are married but he says “if a wife deserts society, it means she regards the society with contempt. A young man who does that brings ridicule and disgrace to his people.”Even though Obina admits that Margaret is beautiful, he observes that; “Beauty...is accorded the lowest point in the choice of a spouse…those…end up choosing wizards, stingy misers and harlots. These are qualities sugarcoated by beauty” Despite the many obstacles, Margaret is determined to marry the man of her choice,Obina.This is how she decides to follow him to the village. The events that follow show her determination, she is treated with lots of indifference and given lots of hardwork in the hope that she can go back to her people. But she stays, and endures all even a burn from his rival-Obina’s bethrothed.With time, her noble and unique conduct wins over Olugo and his family and they end up agreeing to the marriage between Obina and Margaret.One has to ask though,had Gladys persisted would she have won the hearts of Opito’s parents the way Margaret did? The text has the following economic aspects as discusses below; It describes the abundance of wealth that wins one (the owner)a very high status in the society, hence portraying wealthy as one of the major themes in the novel. Although un educated/illeterate,Ogang is an extreamly wealthy man who owns large herds of cattle, huge chunks of land, many wives and many children, which also qualifies polygamy as an aspect of wealth. Unlike Bicencio Olugo who is the total opposite of Ogang, he owns limited land, one wife(Cerina) two children/sons- Fred Opito and James Obina who happen to be his only source of wealth through their education, and his only pride lays in his job as a local administrator. Hence, due to this extend of poverty, he is undermined in society and his social status is also low. Ogang’s arrogant attitude towards education as he describes it as “too long a way of acquiring money” clearly portrays how the already wealthy people less importantly and undermining look at education. They consider it a long term goal to be achieved which in turn wastes time for making money. Although Ogang looks at education in such a negative manner, Olugo embraces it wholesomely because he considers it as one of his major sources of wealth. He does so by striving to educate his only two sons till they each attain a university degree from his meager income.Therefore,in my opinion, education is a source of wealth although it is a long term course because it eventually pays Olugo’s family and hence shines his social status. The following are also the social aspects that justify then text, as discussed below; Since one of NCDC’s aims is to promote the understanding and appreciation of the value of cultural heritage such as( marriage),national unity and patriotism, students are in position wholly embrace the different cultural diversities from reading and studying this text. Marriage in this society of the society earns ones social prestige unlike intermarriage which in turn draws different forms of criticism from the societal members. Opito has great hopes of marring an educated woman from a different tribe since he considers those of his own tribe as being illiterate and with barbaric manners. This idea of intermarriage draws all sorts of criticisms towards Opito since his culture doesn’t embrace it. For instance,Obina, Nagawa’s sentimental feelings for him because she is from a different tribe. He tells her “for us a boy who marries a muntu has sold his people ”Obina’s statement above therefore shows the importance of marriage within the same culture and that it should be embraced by readers the way it is. Hence,the importance of marriage in this text greatly justifies it as a social aspect since marriage is one of the most important things in society. Witchcraft is also another social aspect since it is part of culture.In the text, it is portrayed by Ogang’s bewitching of Opito by creating an alien woman in the image of Gladys, his former wife. It’s from witchcraft practices in the book therefore that the title of the text is derived: “The alien woman” Therefore, the text satisfactorily meets the social and economic aspects as per the justification discussed above. b) If given the opportunity, I would choose the text “Animal farm” by George Orwel. It’s an allegorical text which reflects the events leading up to the Russian revolution of 1917.The animals in this text led by the pigs( Napoleon)overthrow Mr Jones, the farm owner and send him out of the farm. The events that follow after this overthrow portray the kind of livelihood that the animals go through eventually. I would recommend it to be read by students since its plot can easily be comprehended and the events in it are amusing and fun to be read. This is in relation to the NCDC’s aims. One of the NCDC’s aims is to promote the understanding and appreciation of the values of national unity, partriotism and cultural heritage. From this text, students are able to strive for their rights of independence and rise to action if these rights are being violated, just as the animals rise against frequent mistreatment by Mr. Jones and overthrow him from power over the farm. Students are also able to exercise their democratic rights such as voting, just like the animals vote and put rules to be followed. Conclusively, from the above text students are able to effectively comprehend, interpret, analyze, illustrate, evaluate, apply and relate the text to the contemporary society as per the NCDC’s aims. “CARCASE FOR HOUNDS” - Meja Mwangi “Carcase for hounds” is novel by Kenyan writer Meja Mwangi published in 1774.The novel concerns the Mau Mau liberation struggle during the latter days of British colonial rule and the attempts ,by the actions of the main protagonists, to show how Mau Mau was organized and why it took so long for the colonial government to defeat them. The story centers on general Haraka, a former village chief turned Mau Mau warrior and Captain George Kinsley who is after him. The author explains in detail the origin of Mau Mau revolution, and how the owners came to become the hunted,and the settlers ame to be the hunters. The social factors in this book is brought out in the culture of the Kikuyu and how they plan to overthrow the British rule.We see the Kikuyu’s under the command of General Haraka come together as Mau Mau warriors to bring down the British colonial rule. The economic factors come in where the British are too corrupt, the Kenyans are exploited and underpaid and Kenya as a country is underdeveloped. This shows that the British rule is full of corruption and exploitation towards the Kenyans. The political factors come in the book where by Kenyans and the British come under war to lead the country.The Mau Mau warriors came under the commander General Haraka to bring down the British colonial rule. All these social, economic and political made NCDC to choose the above book for the O’level syllabus because these are the very factors that appeal to our contemporary societies in Uganda. I would choose “Romeo and Juliet" by William shakespear as one of the books on the syllabus.Its a tragedy play of william’s early career about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. This play will therefore suit the learners since it’s an interesting love story that appeals to their age bracket.In this play therefore,we see the social factors as the Montague and Capulets as Kingdom bring out their cultural customs in the play.This is because they hate themselves and that is why Romeo and Juliet are prohibited from marrying themselves. The political aspects and economic factors come in the play where we see how the Montague and Capulet’s fight among themselves.With this play therefore the learnersb will have a lot of interest in learning it since the play appeals to both social,economic and political factors in their contemporary society. The play nalso fulfills the aims of teaching literature as stated by NCDC as, developing the culture for reading for pleasure in Uganda,to enhance students with linguistic,aesthetic and creative growth,to get exposed to a variety of oral and written works of literature from Africa and the rest of the world. This play will therefore meet the aims of teaching literature in the uganda’s education system. REFERENCES George Orwell (1954), Animal Farm, Longman Imbuga Francis (1976), Betrayal in the city, Nairobi Longman publishers Laury Lawrence Ocen, The Alien Woman, Penguin publishers Shakespeare William, (1986),The Merchant of Venice, Macmillan publishers www.africabookclub.com www.shmoop.com

Practical Criticism and Oral Interpretation: Kibanzaanga Moses, Gabodhe Lovisa, Nakibuka Sumaya, Chepkwemoi Lenny and Mwanja Azidah

The Uganda National Curriculum Development Center (NCDC) gives the following socio-economic justifications for the teaching of Literature. Instill and promote national unity and an understanding of social and civic responsibilities, strong love and care for others and respect for public property as well as an appreciation of international relations and beneficial international cooperation. Promote an appreciation and understanding of the cultural heritage of Uganda including its languages. Impart and promote a sense of self-discipline, ethical and spiritual values and personal collective responsibility and initiative. Enable individuals to acquire and develop knowledge and understanding of the emerging needs of society and economy. Enable individuals to develop personal skills of problem solving, information gathering and interpretation, independent reading and writing, self-improvement through learning and development of social, physical and leadership skills such as obtained through games, sports, societies and clubs. Lay a foundation for further education and careers. The ordinary level syllabus section B (2011-2014) has the following set books that meet the criterion of the above mentioned objectives; “The River Between” by Ngugi Wa Thiongo and “The Old Man and the Sea”, “The Cowrie of Hope” by Binwell Sinyangwe. A review of the novels on syllabus is given below; The novel, “The River Between” is a 1965 novel by Ngugi Wa Thiongo. It tells a story of the fierce differences between two neighboring villages of Kameno and Makuyu. The introduction and spread of Christianity is met with outright opposition because of the potential danger it poses to the indigenous African beliefs and values. The novel presents the reader with the genesis of the erosion of the African way of life by the advent of the white colonialists and missionaries. The novel is thus commendable because it depicts life under one of the most crucial historical periods in Africa. The “Cowrie of Hope” by Binwell Sinyangwe tells a story of Nasula and her daughter Sula. Having been treated like dirt by her husband and his relatives, the only thing Nasula craves for is proper education for her daughter. She believes education would give Sula freedom, emancipation and independence from men. Nasula never gives up her dreams despite of the difficulties around her. Nansula is forced by cultural obligation to marry her husband's brother. However, she vehemently objects to the arrangement. The book exposes the reader to the deeply rooted African traditions such as widow inheritance, naming of children. The name Nasula is given to a woman whose husband's love grows cold because she has bore only one child. The book emphasizes the merits of western education as portrayed through Nasula's struggles to see her daughter through school. Meanwhile it exposes the unfairness of some of the African traditional customs and practices. Therefore the book makes a passionate call for an enlightened practice of culture in our modern world. The novel “The Old Man and the Sea” by Ernest Hemingwaj is an epic struggle of an aged fisherman called Santiago on the sea. After eighty four days of vain catch of fish on the sea, he decides to move deeper into the waters than is usual. Indeed his adventure is well paid off by a catch of the biggest fish any man before him ever had chance to catch. He struggles with the fish and successful kills it. However, on his return from the sea, he is chased by sharks that eat the fish leaving him with only a skeleton. The man returns with the bones of the giant fish which was greatly admired by all the people. The old man is admired by all for his perseverance and unrelenting spirit despite of his bad luck on the sea. The novel imparts the values of perseverance and fortitude into the readers through its exaltation of the undying spirit of the old man who despite of vain attempts at sea never gives up until he makes the greatest catch ever seen. The following four novels are suggested for inclusion into the Ordinary level syllabus. They include “Upon This Mountain”, “Things Fall Apart”, “Animal Farm”, “Oliver Twist” and “Houseboy”. The novel “Upon This Mountain” by Timothy Wangusa is set around Mountain Elgon in Eastern Uganda. It centers on the troubled transitions to manhood in Bugisu land. A young man, Wabwire evades the knife and he is forced to forfeit his manhood. The protagonist, Mwambu is fascinated with the immenseness of the Elgon Mountain and the cultural richness of the people around it. However, Mwambu is afraid of the cultural ritual of circumcision and rather secretly goes for surgical circumcision in the hospital. This is considered a cowardly act by his kinsmen on discovery. The novel presents the reader with a variety of thematic concerns, such as culture versus modernity. This is accomplished through a distinctive style that combines African Folklore, song, chants, proverbs and Biblical allusions to explore traditional marriage, superstition, religious hypocrisy, clash of cultures and promiscuity. The dramatic portrayal of the cultural centrality of the ritual of circumcision is captivating hence creating a lasting impression on the reader. “Things Fall Apart” by the Nigerian author Chinua Achebe. The novel has received international acclaim because of its vivid portrayal of the earliest European encounter with the native African way of life. The first part of the novel depicts the typical African traditional way of life characterized by a strong patriarchal system and strong kinship bonds. The second part of the novel exposes the reader to the native response to the European settlement which is characterized by both cooperation and opposition from the native settlers. The novel ends with a staggering blow to the cultural fiber of native culture with the suicidal death of the protagonist Okonkwo. The novel is commendable because it gives the learner rich insights into the traditional depth and width of the African heritage. The novel employs African orature characterized by folktales, proverbs, songs among others. This gives the reader an opportunity to get an insight into the rich oral literature of the Africans through the written word. “Animal Farm” by George Orwell qualifies for consideration on the Ordinary level syllabus. The novel is an allegorical portrayal of the failure of the Russian Revolution of 1917. The novel uses animal characters, prominent among them are Napoleon and Snowball to satirisethe socialist revolution that ended up creating classes instead of abolishing the autocratic rule of the many by a few powerful individuals. In the novel the pigs led by Napoleon overturn the gains of the revolution against the tyranny of man. The novel is suitable for the ordinary level students because it employs metaphorical language to give the reader an insight into the complex of human motives and aspirations. George Orwell employs a simple style that is attractive to both beginners and advanced users of the English language. A number of thematic concerns such as dictatorship, favoritism, exploitation, capitalism, religious hypocrisy among others are given exclusive coverage by the simple story of the animals in the novel. “Oliver Twist” by Charles Dickens would also be a suitable set book on syllabus. The novel tells a story of a young orphaned boy named Oliver who is taken up by the work house (owned by the Church). He is overworked and exploited as ha is denied access to education. This forces him to run into the hands of a gang and his eventual discovery of his relatives the end after long suffering. The novel is appropriate because it captures the reader's imagination through a vivid description of the struggles for survival of an orphan who finds an enviable fortune at the end. The book discusses a number of character attributes which are vital for moral development and maturity. “Houseboy” by Ferdinand Oyono is another commendable novel for consideration on the Ordinary level syllabus. The novel narrates the ordeal of a naive African boy whose imagination is fascinated by the Whiteman’s world of refinement and extraordinary accomplishments. Toundi serves as a house boy to father Gilbert who treats him more a household pet subject to the whims of his superior instruction. After the sudden demise of father Gilbert, Toundi is recommended to the employ of the commandant. The commandant subjects Toundi to inhuman treatment that climaxes into his imprisonment and torturous death. The book suits the ordinary level syllabus because it analyzes the issues of identity in the face of what is considered a superior civilization. Toundi grapples with the internal conflict of self-realization in the midst of the deadening experience of colonization that aims at eroding one's individuality and customary uniqueness. In conclusion, the teaching of Literature subject at the Ordinary level is aimed at serving a functional purpose of moral instruction and aesthetic appreciation as demonstrated by the selected texts on the syllabus and the novels that have been suggested for consideration on the syllabus.

Critically evaluate the Uganda National Examination Boards UCE and UACE syllabus for literature in English with focus on plays in section B UCE and; a) What social, economic and political reasons, justifies the syllabus. b) If it were up to you, make a list of possible literary texts you would propose to be taught in Ugandan schools. Tashobya Brighton, Alowo Charity, Acheing Rehema and Kahunde Joseline

The Uganda National Examinations Board draws its syllabus from the NCDC, a body that designs and draws the curriculum. The body also lays down the aims of teaching literature in English at secondary school level. UNEB is another body, a stake holder in implementation of the curriculum. The Uganda National Curriculum Development Center gives the following socio-economic and political justifications for the teaching of the Literature Subject at both UCE and UACE. To instill and promote national unity and an understanding of social and civic responsibilities, strong love and care for others and respect for public property as well as an appreciation of international relations and beneficial international cooperation. Promote an appreciation and understanding of cultural heritage of Uganda including its languages. Impart and promote a sense of self-discipline, ethical and spiritual values and personal collective responsibility and initiative. Enable individuals to acquire and develop knowledge and an understanding of the emerging needs of society and economy. Enable individuals to develop personal skills of problem solving, information gathering and interpretation, independent reading and writing, self-improvement through learning and development of social, physical and leadership skills such as obtained through games, sports, societies and clubs. To lay a foundation for further education and careers for the learners. The plays on the syllabus, specific for section B, UCE are “The government Inspector”, by Nikolai Gogol and “Voice of the people” by Okiya Omatatah. Government Inspector satirizes the corrupt officials in a small Russian town. When news of an inspector travelling incognito reaches them, they struggle to change the town. The flurry of activity to cover up their considerable misdeeds is interrupted by the report that a suspicious person has arrived two weeks earlier and is staying at an Inn. This individual Hlestakov, is however not the inspector but a case of mistaken identity and he takes a lot of money and loans from the mayor. The play satirizes evils of corruption and bribery portrayed through the mayor who takes bribes from the village Jewish. The mayor bribes Hlestakov in order to keep his position. This teaches the learners the negative effects of corruption. Incompetence among leaders is also satirized where leaders in the town take bribes for personal gains rather than for the good of the whole town. The poor social services to the people described through the dirty and filthy look of the town, the court and homes. The evil of exploitation of the masses is also satirized. The mayor constantly demands for bribes from the merchants. This inculcates the need for better moral ethical and spiritual values to the learners, thus full filling the UNEB objectives of teaching literature. On the other hand, the play Voice of the people is a critical analysis of power and dynamics of politics and warfare. The poor leadership and the adverse effects of war are sharply connected to poverty among people. Okiya tackles the illusion of poverty alleviation and the development agenda, portraying poverty as a vibrant industry on its own in Third world countries. In conclusion, the plays Government Inspector and Voice of the people address social economic and political needs and values in society such as corruption, incompetence of leaders, exploitation of masses by the leaders etc. It fulfills some of UNEB objectives of teaching literature as analyzed above thus a justification for it being taught. If given the opportunity, we would propose the play “Black mamba” by John Ruganda to be included in section B of the O’level literature syllabus. The play Black Mamba is about a shrewd unpaid houseboy Berewa who lives and works for a university professor Coarx. As Berewa’s struggle for a survival under unsympathetic circumstances intensifies, he develops the idea of pimping out his wife to his employer professor Coarx. This culminates into scandal, a brush with the law and Berewa’s wife having second thoughts about who she would rather be with. This would not be an unusual story in modern day Kampala and it’s therefore relevant in addressing the socio-economic and political issues in Uganda. The pay is full of biting criticism about the collective consciousness of society, the exploitation of common people, the various hues of corruption, prostitution, hypocrisy and sexual immorality. John Ruganda in his play Black Mamba satirizes the social evil of sexual immorality which is portrayed through the characters professor Coarx, Berewa and Namuddu. Professor Coarx engages in extra marital affairs with a number of women while his wife is away. He assigns his houseboy Berewa the task of getting him women to have sex with in order to satisfy his sexual desires. In bid to get quick money and get rich, Berea hatches a plot in which he pimps out his wife to his boss and hides her true identity. Though Namuddu argues that its evil for her husband to lend her out to another man, Berewa is insistent and reminds her of past Namuddu is thus continuously used as a sex object by professor Coarx who gives her a hundred shillings each time they have sex. This satirizes social evils such as prostitution, sexual immorality and exploitation. This will fulfill the UNEB objective of teaching literature which is to inculcate moral, ethical and spiritual values in the individual and to develop self discipline, integrity, tolerance, human fellowship and respect for public property. This is because it teaches learners moral lessons. The play also satirizes the social evil of exploitation of the poor by the rich. Professor Coarx over works his houseboy Berewa yet he pays him only a hundred shillings per month. This leaves Berewa poor and desperate that he pimps the wife to his boss to get rich. Berewa is happy when his boss gives Namuddu a hundred shillings after having sex with her yet it takes him a whole month of work to get the same pay. He realizes that pimping out his wife to his boss is a quick way of earning money yet the two are being exploited by professor Coarx thus satirizing the exploitation of the common people by the rich. This will create awareness among the learners about the existence of social classes and their effects on society. They will also be able to learn about exploitation of the poor thus fulfilling UNEB objective of teaching literature which is t promote the understanding and appreciation if the value of national unity, patriotism and cultural heritage. The social evil of hypocrisy is also sharply criticized in the play. Berewa's hypocritical nature is portrayed when Berewa lies to Odiambo that Namuddu is just a woman looking for a job and he also hides her true identity from his boss at the beginning of the book. Berewa's father was also a hypocrite because he pretended that he hated women yet he had ten wives. Professor Coarx advocates for morality and pretends to be a morally upright man before the society yet in reality he is a very promiscuous man. This is highlighted when he tells Namuddu to keep away because His students will be visiting him. At the end of the play we realize that professor Coarx has been a living lie, he has been wearing a social mask. However this mask drops when his private life comes out in the open. This will teach the learners the fact that one cannot keep in denial which fulfills the UNEB objective of teaching literature as a moral, ethical and spiritual tool. Corruption and bribery are too satirized in the play making it relevant in addressing the political issues. Through Coarx who tries to bribe Namuddu so as to avert the situation and his rotten private life is not exposed. He writes her a cheque but she rejects it. The police arrest him for promoting low-grade pleasure. This teaches the learners to be patriotic and not engaging in corruption. Conclusively, the play "Black Mamba" sharply satirizes social evils such as corruption, hypocrisy, exploitation of the common people, and bribery among others thus addressing the socioeconomic and political values in society and fulfilling the UNEB aims of teaching literature. Another play that we would suggest is “The bride” by Austin Bukenya. It focuses on the generation gaps and acceptance of foreigners into the norms of the society. Lekindo and Namvua love each other but Namvua being a foreigner; the elders led by Shundu, Lekindo's father are not ready to allow their marriage. Alongside members of the Rika, Lekindo wins them over after his refusal to lead the age group into killing foreigners. They unite towards peace, "this is our season, of peace not bloodshed, we too should be allowed to speak for our children and grand children". Such a play would promote the need for unity thus would instill the essence of unity, an objective of UNEB. Hypocrisy is also satirized in the play, Lerema wishes to marry Namvua as the high priest but he uses the dead son "skull" as the man, he claims that being priests of Wanga, they cannot die, however he is the actual person marrying Namvua, when Lekindo finds out, he exposes it and saves Namvua. This shows unity and care for on other among the rika of Albinos. This promotes self discipline, integrity as seen from the rika, tolerance and human fellowship, a UNEB objective. We would also propose the play “I will marry when I want” by Ngugi Wa thiongo which explores the evils of corruption and exploitation of the poor. Kigunda is continuously exploited by the kiyoyi’s. Through a simple loan they cannot pay back, they lose their land title, a possession they own. Ngugi crafts a class struggle and shows the extreme poverty in post colonial Africa, inadequacy of basic needs that the Kigunda even have to get salt from the neighbors, this biting poverty forces them to leave beyond their means and through impossibilities and depend on loans that throw them into further turmoil. Their daughter who is impregnated by the son to the kiyoyi’s is also dumped and this shows exploitation of the richer class. It further showcases the inability of the African governments to provide services to their people. Corruption and religious hypocrisy, the Kigunda bribe the judge to throw away the case, all these elements and vices I such communities are present in our Ugandan society, thus teaching this book will justify the objective of instilling morals, ethic values and spiritual values, Instilling unity into the students through mocking the vices in the play thus making it a more didactic to the learners. We would further propose the play, “A raisin in the sun” by Lorrain Hansberry which describes the hardships an African-American goes through, racism and segregation are further raised by Lorrain. The African-American family lives in poverty in south Chicago and they share the two rooms. The place is infested with roaches and even food is hard to come by, a lot of dreams are hanging in the family. The family all waits for a cheque left by the grandfather and each draws a plan for it, Mama wants to buy a house, Walter wants a liquor store and Benethea wants to finish her medical course. Ruth works tooth and nail order to provide for son and we learn that she “wipes other people’s children’s bottoms” in order to raise money, Walter is a driver to the white but his pay is meager and sometimes delays. When Mama buys a house in the white’s residence, the leader of the whites community, on finding out that they are black, he tells them to resell it. There is no just reason for forcing them out, the idea of tolerance and unity is stressed here. However at the end, the family decides through Walter not to sell the house but rather create an environment for the young generation. This becomes a turning point as the family heads into a bright future; such a play teaches tolerance satirizing racism, and the need for hard work and struggle. This fits the UNEB objectives of instilling unity, and to Impart and promote a sense of self-discipline, ethical and spiritual values and personal collective responsibility and initiative portrayed through Walters decision of keeping the house which is the main idea that defeats racial segregation. In conclusion, the plays proposed satirize and mock vices like corruption, exploitation, segregation etc which the UNEB objectives seek to rectify by encouraging unity, self-discipline, tolerance among others as analyzed above. References: 1. A raisin in the sun, Hansberry. L, Oxford press, 1987. 2. I Will Marry When I Want, Ngugi wa Thiongo and Ngugi wa Miri, East African publishers, 1998. 3. National Curriculum Development Centre (NCDC) Project and designs 2015. 4. The Burdens, Ruganda. J. Heinemann publishers, 1997. 5. The Government Inspector, Gogol. N. penguin classics, Oxford press, 1993. 6. Voice of the people, Nairobi press, Omatatah. O. Nsemia publishers 2000.

Select a one page extract from any literary text and analyse it using the linguistic structural approach element of phonology: Muhangi Jimmy, Komujuni Best Betty, Ojwang Isaac and Oridriyo Perpetua

According to Robert Rodman, linguistics refers to the scientific study of human language. This is however a broad field and relates to different aspects of life. As literary critics we centre our focus on the relationship between language and literature and one of the perspectives through which language relates to literature is the linguistic structure approach of practical criticism. The linguistic structure approach dates back to Ferdinand de Saussure’s theory of structuralism that was developed in Europe in the early 1900’s. Ferdinand de Saussure brought forth structural linguistics in his text “COURSE IN GENERAL LINGUISTICS” in which he put focus on the analysis of the underlying system of language which is the ‘langue’ rather than the use of the language itself which is the ‘parole’. This approach examined how the elements of language relate to each other in the present, synchronically and not diachronically. Ferdinand de Saussure got criticism from Naom Chomsky who was a pure linguist but this rejection did not stand as scholars like Roman Jakobson and Nikolai Trubetzkoy, and the literary critics and readers took it on through the Prague School. The Prague School centred on phonemics where they examined sounds as their relationships rather than just stating the sounds. According to Victoria Fromkin, Phonology is the study of sound patterns, both within and across languages. It describes the way sounds function within a given language or across languages to encode meaning. John Holcombe even believes that phonetics has more to do with arts (music and poetry) than sciences. According to him, “sound is a pleasure, and something innate in human beings. There is need to note that sounds of words are only given meaning by the language in which they occur. Therefore sounds contribute to the whole meaning in context and may not make a lot or any sense if examined as a single entity. This essay is an analysis of a poem showing how the linguistic structural approach can be used in practical criticism to arrive at meaning of a literary text. This essay however zeros around phonology as a level of language and more specifically as an element of this approach and how it helps in building the text’s meaning. In this essay we analyze Hilaire Belloc’s poem “TARANTELLA”. Tarantella is an Italian dance of courtship that was believed to cure the effects of the poisonous bite of the ‘Tarantula’ spider. Dancers danced vigorously sweated and in this released the poison. This dance element is based on the strong rhythm of the poem. The speaker in the poem is so nostalgic about the inn and reminisces about the good time he had with Miranda at the Inn and raises his voice musically so that if Miranda heard the song, she would return to him. Hilaire Belloc TARANTELLA (1929) Do you remember an Inn, Miranda? Do you remember an Inn? And the tedding and the spreading Of the straw for a bedding, And the fleas that tease in the High Pyrenees, And the wine that tasted of Tar? And the cheers and the jeers of the Young muleteers (Under the vine of the dark verandah)? Do you remember an Inn, Miranda, Do you remember an Inn? And the cheers and the jeers of the young Muleteers Who hadn’t got a penny And who weren’t paying any And the hammers at the doors and the din? And the Hip! Hop! Hap! Of the clap Of the hands to the twirl and the swirl Of the girl gone chancing Glancing Dancing Backing and advancing Snapping of a Clapper to the spin Out and in. And the Ting, Tong, Tang of the Guitar, Do you remember an Inn, Miranda? Do you remember an Inn? Never more Miranda Never more Only the high peaks hoar, And Aragon on torrent o the Door No sound In the walls of the halls where falls The tread. Of the fact of the dead to the ground No sound But the boom Of the far waterfall like doom. This poem is rich in phonological aspects that greatly add to its meaning. In our analysis of its phonological aspects in realizing the relationship between language and literature, more specifically sound and meaning, we embark on an analysis and illustration of sound devices as used in the poem. One of the most significant and commonly used sound devices is alliteration. Alliteration is the repetition of initial, most commonly consonant, sounds of words that are close in phase. Belloc puts this device to use throughout his poem in words like; Hammer/hip/hop/hap Tease/tasted/tar Ting/tong/tang The initial bolded consonants in the above mark initial sounds in the poem that are an example of alliteration and these have a great impact on the meaning of the poem as they provide the pom with a musical rhythm thus creating more appeal and interest in recitation and reading. This also makes the poem easy to memorize. Alliteration produces a gratifying effect to the ear and on the general lends the poem structural flow and beauty. Belloc also employs consonance in the poem which is the repetition of consonant sounds within two or more words in sequence. According to Srinivas, owner of a linguist-blog, “On a Fool’s Errand”, “…there can never be too much of alliteration, consonance or assonance in a poem.” Consonance in Tarantella is applied; “And the tedding and the spreading Of the straw for a bedding” The above hard sounding voiced sounds and consonants “d’s” in medial position of words imitate feet beating. This enhances the musicality and rhythm of the poem. They also contribute to the nostalgic and somber mood of the poem, marking how hard the persona is faced with their apparent problem. Assonance is another sound device that does with the repetition of sounds in enhancement of mood that Belloc employs. This however is specifically the repetition of vowel sounds in words in sequence. “And the tedding and the spreading Of straw for a bedding” The /e/ and /o/ sounds in the above example produce a faster flow of the poem as they are read faster unlike the long vowel sounds in; “Never more Miranda Never more, Only the high peaks hoar; And Aragon a torrent at the door No sound In the walls of the halls where falls The tread” This employment of short vowels for quick lines and long vowels for slow and short lines impacts an increment or reduction of speed and pace exerting a perpetual rhythmical flow onto the poem that makes it more music and cumbered with mood. Lines with short middle open /e/ are read much faster than those with repeating back open tense vowel /ↄ:/. This decreses the energy and makes the mood of the poem serious, nostalgic and somber catching the places sounds and sights. This also depicts the strong spontaneous flow of emotions which Wordsworth says is what defines poetry. The employment of onomatopoeia is also important in the understanding of the impact of sounds on meaning. It is the use of words which imitate the sounds. Equally onomatopoeic; “hip/hop/hap/”, for the clap and “ting/tong/tang” for the guitar in the poem add to the rhythm and vividness of the poem through auditory imagery. These sounds intensify mood and transfer sense impression through imagery like the auditory images above. According to William F.Styler, the author of a “Notes form a Linguistic Mystic”, rhyming is one of the fist levels of phonological knowledge. Rhyme refers to the correspondence of sounds either within a word which is internal rhyme or at the end of a word which is end rhyme. H. Belloc in Tarantella greatly puts this device to use in words like; “inn, din, spin……. Ground, sound……boom, doom……cheer, jeer…….hap, clap, snap…….wall,hall,fall….. swirl,twirl,girl……chance,dance……” This exploitation of words with similar end sounds is a technique very paramount in achieving a whole musical uplift of the poem. The poem carries the reader into ecstasy and a communion with the speaker in the poem is achieved. Being a dance poem, these rhyming sounds bring forth the dance qualities. The most striking aspect of Belloc’s poem is the rhythm. It can be noted that rhythm has featured as part of the significance of most of the other phonological devices. Rhythm is to do with the rise and fall of stress patterns. Ch. Praveen, a professor at Government College of Teacher Education, Calicut writes that “Rhythm may be interpreted as a patterned sound”. In our case in Tarantella, the lines of the poem are important, “Do you remember an Inn, Miranda Do you remember an Inn?” or even “in the walls of the halls where falls…” This show of the rise and fall of sounds and the accompaniment of the other sound devices contributes greatly to the rhythm of the poem. This gives room for pleasurable reading. In this repetition is acknowledged. The use “and the” is important in introducing a new subject producing a touch of music in words. The examination of sounds goes also to the variations in the pronunciations of given letters like the use of letter ‘c’ for chancing and clapping helps a reader understand that sounds change depending on what speech sound immediately precedes or proceeds it. For instance the ‘c’ for chancing sounds sharper and normal than the ‘c’ for clapping whose sound is more of a /k/ sound in its pronunciation. This also contributes to the mood of the poem and makes variations in recitation or the singing of such a poem since it’s a dance song. In conclusion, the linguistic structural approach provides an analysis of any literary text through a scrutiny of the different levels of language and language use. This essay basically centred on the phonological element of language basically showing its immense contribution to the whole meaning of a literary text being read. The phonological power of Belloc’s Tarantella has clearly helped in illustration of this as unveiled by the above essay. REFERENCES: Fromkin, V. ” An Introduction to Language”. Harcourt Brace Jovanoviach college publishers. [print] Feytelberg, E. M. Phonosemaantic and Phonostylistic Phenomena in Turkish Literary Text as a Translation Problem. In JOURNAL OF SIBERIAN FEDERAL UNIVERSITY. HUMANITIES AND SOCIAL SCIENCES 4. 2010, 4(3): 518-52. [Interactive]. [accessed on 24-10-2015]. http://elib.sfu-kras.rubistream/23/11/1762/1/03_feyteljberg.pdf. Kevin. Hilaire Beloc: Tarantella. In HOW POEMS WORK. 2012 [interactive]. [accessed 25-10-2015]. . Selevičienė, E. Developing Language Students’ Phonological Awareness Through Poetry. In Societal studies (Socialinių mokslų studijos), issue: V/3 / 2013, pages: 849863, [accessed on 24-10-015] www.ceeol.com/ pdf/>. Srinivas.Having Phonology Inform Poetry. In ON A FOOL’S ERRAND. 2012. [Interactive] [Accessed on 24-10-2015]. http://transient-lines.blogspot.com/2012/10/having-phonology-inform-poetry.html. Styler,W.F. Seeig Rhyme in Writing: a Foreign Concept. In NOTES FORM A LINGUISTIC MYSTIC. 2007. [Interactive]. [accessed on 24-10-2015]. < http://linguisticmystic.com/2007/04/28/seeing-rhyme-in-writing-a-foreign-concept/>.

Critically evaluate the Uganda National Examination Board’s UCE and UACE syllabus for Lit in Eng. a. What social-economic and political reasons justify the syllabus? b. If it were up to you, make a list of possible literary texts you would propose to be taught in Uganda’s secondary school with clear justifications: Athieno Eva, Nakalema Halima, Akatuhurira Agnes and Ndyamusiima Eunicent

Literature according to Words worth is the spontaneous flow of powerful feelings recollected in times of tranquility. Literature has been at this level (UACE) for as long as 1959 when high school level was introduced in Uganda. The structure of education is inherited from the British system where it has to be a principal subject in Uganda. At this level, Literature is divided into three different genres i.e. Prose and Poetry, Plays/Drama and Novels. Students are always presented with five questions (books) where they are expected to answer one context question and two essay form questions. The following are the UNEB aims of teaching in A-Level; To impart and promote sense of self discipline, ethical and spiritual values and personal collective responsibility and initiatives. In order for individuals to acquire and develop knowledge and understanding of the emerging needs of the society. To promote an appreciation and understanding of cultural heritage of Uganda and other languages. Learners to get exposed to a variety of oral and written works of literature from within Africa and the rest of the world. To develop interdependent personal skills, problem solving, critical thinking, decision making, researching and managing information systematically. In order for the learners to be able to effectively comprehend, interpret, analyze, illustrate and evaluate what has been presented to them. To instill and promote national unity and understanding of socio and civil responsibilities, strong love and care for others with respect to public property. Currently, some of the novels on the syllabus being read by the students at the Advanced level are; ‘’Heart of the matter’’ by Graham Greene. ‘’Blossoms of savannah’’ by H R Ole Kulet. ‘’House Boy’’ by Fernando Oyono and ’’Oliver twist’’ by Charles Dickens. The following are the socio economic and political reasons that justify the above novels on the syllabus in line with UNEB’s aims of teaching literature. HEART OF THE MATTER by GrahamGreene portraysa man who finds pleasure in making others happy despite of his own life. In the novel, the protagonist Henry Scobie is a British Police Commissioner stationed in a West African town during the Second World War. He is a devout Catholic who is unhappily married but feels obligated to fulfill his wife’s house needs and make her happy at the same time with the mistress Hellen. The novel is justifying the social life having been chosen to be on the UNEB Syllabus for A Level as discussed below; In the novel, Henry Scobie finds pleasure in making people around him happy on top of his own life. For example himself he is suffering from angina which makes him miserable but this does not stop him to look for the money to send his wife to a holiday since she does not like the city they are staying in. Graham satirizes the individualism portrayed by Scobie’s action in the books which helps the learners to know that at some point you need to be mindful of your own life though there are always people around who could need your help. Also the book lays out the moral aspect as being approved as one of the aims of literature put up by UNEB. As far as ones social life is concerned, society accepts and upholds moral uplift. In the novel, all the fine moral lines faced by these with faith are laid out. Scobie commits moral sins out of the need to help others though as he is introduced at the beginning of the novel as a devoted Catholic. This is seen when the wife comes back from the holiday she asks him to go with her to Church but Scobie feels guilty because of being adulterous in the absence of his wife. He decides to go with her;they take the Holy Communal even when he knows he is not supposed to but does it to please to his wife. Graham Greene satirizes religious hypocrisy portrayed in the book. Also, the wife who is always refered to as ‘’a good’’ wife who follows all the rules but loves no one but herself. All these help the learner to discover that religion and faith are not taken up by the outlook of someone but rather the inside part of him which is the soul so as to morally upright Gods presence in the society. In the novel, critical thinking is enhanced among the learners whereby one is expected not to judge or declare something or someone by the outlook expression but think critically as you observe. This is seen when Graham employs symbolism in his work through the outlook description of the hospital at the shores of the sea where the survivors of the Shipwreck are being received from. Outside the hospital, lights look bright and they are attractive but inside, people are dying due to various illnesses, some are from the shipwreck. Here irony is also employed whereby the brightness outside does not reflect what is inside. This brings out clear the saying ‘’All that glitters is not gold’’ and this helps the learners to first think about something critically before making a conclusion thus helping them to know how to live in the society. Graham Greene satirizes individualism as he puts it, ’the novel is about the price we pay for our individualism and the impossibility of truly understanding another person’’. This implies that Scobies attempt to be selfish to himself like his disease, angina, pleasing the two ladies at ago makes his life miserable. Also Graham says, ‘’point me out the happy man and I will point you out egoism, selfishness, evil or else absolute ignorance’’. This ridicules Scobie’s failure to discover the difference between fantasy and reality. Through this the learner is helped to understand that not every happy person is happy in reality but it’s all about avoiding individualism so as to be happy in one’s social life. In BLOSSOMS OF SAVANNAH by H R Ole Kulet. Culture is developed as a theme and this makes the syllabus valid to the aims since promotion of culture is a social concern that is addressed by H R Ole Kulet in his book. This is through the use of characters like Kaelo who are deep rooted to their Nasila culture which believes in circumcision of women that is Female Genital Mutilation for one to become a full woman in Limolelian culture. This in the same way relates to the Sebei culture in Uganda which makes the syllabus justifiable. Since the syllabus aims at promoting a sense of self-discipline ethical and spiritual value and personal collective responsibility and initiative. Resian a daughter of Kaelo struggles against the Female Genital Mutilation which is a threat of girls in Nasila culture. This is portrayed when she joins hands with the Emakererei in the struggle and together they get rid of the famous rich man with the barbaric character this is valid to the Ugandan situation as women emancipation is developed and encouraged in Ugandan by women through Female Organizations like FIDA to fight for women’s rights. This justifies the syllabus as it is socially acceptable. Due to the increased forced marriages in Uganda, the syllabus is valid as the novel introduces Resian who is being forced to marry a man older than her on the relationship based on her father’s greed for material that is money from the rich man (friend) however she runs away from the home in search for help from Emakererei who prospers her future back to school. This enables the individual to acquire and develop interdependence personal life skills, problem solving as per the aims of the syllabus about teaching literature which justifies the syllabus. In helping learners to relate with the social life, the novel, learners are able to observe the themes of male chauvinism as men because the central figures influencing decision making in the family which exploits Resian and Taryo chances of escaping the cultural oppression as their mother is undecided on what to do since she has no say. This relates with the Ugandan society where men tend to be superior. HOUSE BOY by Ferdinand Oyono is written in form of a diary by Cameroonian house boy Joseph Toundi.He runs from home to go work and stay with the white man Father Gilbert. After Father Gilbert’s death, he is taken to live with the commandant who was in charge of the surrounding colony. He undergoes various devious mistreatment and regrets having left his own family. The Novel addresses the issue of religious hypocrisy in the society. It is portrayed through father Verdermayer who does not portray the values off Christianity and Gods love.He tries to persuade Toundi to accept that he is a thief. Religious hypocrisy is also portrayed within the church. The Africans are separated from the Whites yet they preach that everyone is a child of God yet they take themselves more superior to the blacks. Religious hypocrisy still exists even today where the spiritual leaders have failed to be exemplary to the people thus leading to moral degeneration. The Novel addresses the issue of Discrimination in the society. The Whites lived far away from the Africans in well-furnished houses in luxury while the Africans lived in poverty and suffering. It is also portrayed in church where the Africans did not mix with the whites and they received Holy Communionlast. It’s ironic because they preach that they are all God’schildren. In Uganda today discrimination still exits where the rich are always reserved for in front sits .Learners understand that there is need for oneness among people in the society. The Novel also portrays exploitation in the society. The Africans in the Novel are being exploited by the whites.Toundi works for Father Gilbert and only rewards him with a pair of khaki trousers. The laundry man washes the under wears of the Madame yet he receives no pay. Even after working for the commandant he is accused of theft by the agricultural engineer and he is tortured to the point of death. OLIVER TWIST by Charles Dickens Is a story of an orphaned boy Oliver who stars his life in a work house with other children where they pick oakum fruits very early in the Morining. When he makes nine years he is sold to an apprenticeship the caretaker Mr. Sowerberry where he is mistreated by Mrs. Sowerberry and Noahclaypole. Oliver escapes and travels to London and he meets artful dodger a member of a gang of juvenile pickpockets Charles Dickens satirizes the existence of social classes within the society. This is portrayed through the existence of differences in the way of living of characters in the novel. Mr. Brownlow comes from the educated high social class where they live comfortable lives in well-furnished houses. Oliver twist and the counterparts like Nancy, Artful dodger, and Fagin live a miserable kind of life. Houses are crowded and are being supported by big logs of wood to prevent them from falling. Due to the hollow kind of life they are living, they are lured into crime in order to survive. For example, Fagin recruits young children into crimes and Nancy is a prostitute. The Novel addresses the issue of Child labor in the society. In the Novel it is portrayed in the Workhouse where children of tender age wake up very early to pick oakum fruits. The children are fed with very little food which prompts Oliver to ask for more soup from Mr. Bumble who instead of adding him soup flogs Oliver and he is locked in the room. Fagin also lures children and recruits them into crimes for his own benefit that is, Oliver artful dodger and Nancy. This habit also exists in Uganda today due to the existence of very many street children on the roads. Their parents instead of taking them to school they send the young children on the streets to beg for aims thus violating their rights to education. B) The following are the Novels we could recommend on the syllabus. THE OUTSIDER by Albert Camus to be taught in Ugandan Secondary Schools specifically A-Level. The novel, the outsider portrays a character Mersault who is psychologically detached form the world around him. I would suggest this book because of the following reasons; In the novel, Albert Camus satirizes the individualism which is portrayed by the protagonist, Meursault himself. Meursault is well aware that his society does not approve smoking by any family member when one’s mother is dead but Meursault goes ahead to smoke and even he drinks the coffee that is not accepted during the vigil. This makes his life look as an outsider which makes his life so absurd in the society. Learners are able to learn that if one is to benefit and fell comfortable in the society he/she lives one is supposed to uphold the conventions of the society or the tradition. Also Albert Camus ridicules abuse of human rights in the novel. This is seen when Mersault is not given an opportunity to look for his own lawyer when he is arrested for killing an Arab. He does not know where the man is from which makes him feel irritated, the whole world around him becomes indifferent. From this, learners will be able to know that everyone is entitled to enjoy his/her rights on earth not by others thus declaring the book to be on syllabus. Also the novel, achieves one form the aims of literature of instilling creativity among the learners. Albert Camus’s deployment of the character traits of Mersault so as to make him an outsider brings it better. Mersault tells the priest that, he does not know Jesus when he tries to force him to believe. Also he marks that he enjoys the crowd cheering him when he is going to assassinated than someone greeting him. He is also portrayed as one who does not cry at his others burial and even when is asked by a warden at the place where his mother died from, the day he was born as well as the one for her mother’s death he is not sure, ‘’my mother died yesterday or today, I don’t know’’. All these imply that this creativity is so heavy to help the learner to know how to use the language in trying to portray or communicate something as it is done by Albert Camus thus suggesting the book to be taught to Ugandan Secondary Schools. In the novel, Mersault finds peace in doing things that are different from others which makes him an outsider, even his girlfriend Marie says that she probably loves him because he is peculiar. This is also in our contemporary society whereby people have the freedom to do things that make them happy. For example some people smoke, drink alcohol to get away with the stress that is always bothering them which is also seen in the novel through Mersault. In other wards learners are exposed to the idea that one is responsible for one’s happiness in life thus suggesting the book to be on the syllabus. THE DEVIL ON THE CROSS by Ngugi WA Thiongo would be my preferred text on the syllabuses. The novel relates with the life experiences of the learners and the society as a whole since through characters like Gitutuwa Gatanguru one of the visitors at the devils feast in the cave at illmorong. He plans to exploit people by selling them soil in tins which portray exploitation in the country by government officials and business men in the country. It promotesself-discipline among the learners and this is portrayed through Boss Kihaara who offers Kalendi a job with the aim of sexually abusing her. This is a story told by Warringa from her experience with her boss at work who wants to sexually assault her and she later loses her job when she refuses. This portrays misuse of power by those in offices and sign of immorality. However Wariinga becomes resilient character bringing out the moral character to society. Religious hypocrisy which is portrayed by Boss Kitaara who acts a religious reading the Bible in Church to married couples but he is seen in a sexual relationship with a worker(Kalendi) as described by Waringa. This portrays Ugandan situation where religious leaders are shamely acting in contrary to what they preach. This makes learners to relate the life situations around them. The corruption which is portrayed by the government officials in the devil on the cross is as well vivid in the Ugandan society. Wangari is imprisoned for vagrancy in the city which is her own. She is promised an identity card after certain payments which she does not get even after payment. This reveals the political aspects in the novel which are experienced by the people in Uganda today. Neocolonialism as portrayed by the thieves in the cave at the devils feast is a major concern to the Ugandans where everything is still under the control of foreign powers. The winner of the competitions that take place in the cave, that is Kimenderiwa Kanyuangi; makes ideas of exploiting natives that is farmers by transporting their blood out of their veins through pipes to other countries. This ironically portrays inhumanity of the citizens over their fellows which portray exploitation. This is clearly illustrated in Ugandan situation where the tax payers suffer on behalf of the rich who exploit them for their own good making the novel the best suited for the learners. In the blossoms of the savannah by H R .Ole Kulet, culture is a base for their development of girl child to womanhood and this is done through female genital mutilation which identifies the Nasila culture of Limolelian clan. However Resian and Taiyo daughters of Kaelo struggle against this injustice and Resian together with the sister Taiyo are helped by the Emakererei to fight the unjust cultural practice against women’s rights. Resian joins Emakererei after running away from home from the forced marriage to the old rich man who promises wealth to his father. Devil on the cross by Ngugi wa Thiongo characters like Waringa the protagonist struggles to attain her dreams of being an engineer though she later becomes pregnant and her dreams shuttered, she is courageous enough and joins mechanic institution where she learns skills and mechanics. The novel reveals injustices in society at the Devils feast in illmoreng at the cave where thieves gather for a competition in their skills of stealing. FAR FROM THE MADDING CROWD by Thomas Hardy it was written when the women had an inferior status in the society. They limited opportunities economically, socially, and politically. The Novel addresses the issue of male dominancy in the society was by men are taken to be superior compared to the women. The society believes that women cannot do anything in the world than then the men but instead they have to just sit home after the men. Handy addresses this issue contrasting Bathsheba and Fanny. Bathsheba is represented as an independent and unconventional Victorian woman in comparison to Fanny who conforms to the stereotypical ideology of Victorian women as argued by Azadeh. In this, Hardy’s intention to show his rejection of society’s attempts at fitting women into limited roles since he thought that women should be given a chance to break free from the traditional gender categones and also forge identities of their own. This will help students to be aware of their roles in the society no matter what other people think of them on the society. The novel addresses the issue of oppression in the society and thus as seen. The novel addresses the issue of cultural tensions in the society where by in some cultures, for marriage to take place, they base on the social class and it’s through this that Hardy attempts to depict the background of marriage and gender in the course of women’s liberation. Thomson says, ‘’Hardly challenges the conventional perception of marriage, gender and traditional ideas about social class.’’ This fulfills the aims of teaching literature increasing the students personal culture awareness through the study of arrange of texts drawn from literary traditions and periods and this is because when the students get to know how marriage is taken to be in other cultures, they will think about their own and how they look at marriage. The novel addresses the issue of the role of women in society and this fulfills the aims of teaching literature enabling students to know the relationship between society and literature. This is seen when women in the Victorianera were not to do anything in the world of men but we see Bathsheba after inheriting the WeatherBug farm from her uncle and decides to manage it on her own without abailiff in spite of the assumption of the day that a woman’s brain is not equal to the demands of commence or the professions, and women by virtue of their sex had no business mingling with men. Bathsheba becomes master of her own farm and begins to make her presence to be felt what has traditionally ben basically men’s world. This teaches the students to be patient and hardworking because their hard work wills soon be felt by everybody even those who under look them will embrace their hard work. The novel addresses the issue of stereotypical nature of the society where by the society ascribed to women is that they believe that a woman’s carrier would be to please a man. They see women as merely sex objects who exist to give men pleasure and satisfaction. This gives in the aim of teaching literature of enabling students to know their rights in the society and fight for them and this as also seen when Bathsheba fights for her nights by breaking these stereotypes whereby she is aware of her pretty face but her beauty allows her to prove to the society that she is more than a stay at home woman. All she wants is to be seen as free and an independent human being and thus is seen when she says, ’I shall never forgive God for making e a woman and clearly am I beginning to pay for the honor of having a pretty face.’’ Bathsheba’s obligation to God demonstrates her rebellion against the ideologies which causes gender differences and gave men rights over women. This teaches the students that they are all equal; no sex is superior over the others. FATE OF THE BANISHED by Julius Ocwinyo ls a story that rotates around the protagonist Apire who goes to the bush to fight the government for reasons he does not know. Apire leaves his wife Flo at home who gets involved in an intimate relationship with father Dila who was a priest of the local area church. Apire returns home and get rumor about Flos relationship with the priest. He murders both of them and goes to the police station to be arrested but he is mistaken to be insane by the policemen.Julius Ocwinyo being s Ugandan born in Apac district writes the novel Fate of the banished addressing issues in our country that is, socially economically and politically. Ocwinyo addresses the issue of Religious hypocrisy which is portrayed through father Dila who gets involved in an intimate relationship with a married woman Flo.. In Uganda today religious leaders have failed to live an exemplary life for their flocks to emulate. Ocwinyo writes to condemn such acts because religious leaders are supposed to inculcate morals. It is in line with the aims of UNEB which encourages self-discipline and morality among citizens. In Fate of the Banished political leaders are satirized because of their ironic behavior that is, instead of keeping law and order are creating insecurity in the society. For example, the police officers arrest women selling waragi to earn a living yet their wives are selling it at home. The state security rape Betty and Maria while Apire and the young brothers were watching. The chief encourages mob justice to be carried on the cattle rustler. He was roasted upside down to death thus showing the kind of hypocrisy in the political leaders. Students are able to develop love and care for others and respect for public property which is UNEBS main aim of teaching literature. The novel also manifests the negative effects of war. Different characters in the novel are affected differently by the war. Forexample, Betty after the death of his father she abandons school in order to be able to sell waragi in order t take care of her family. Apire and Erabu leave their homes to fight the ruling government which leads to Erabus death. Apire is traumatized when he witnesses the brutal death of his father. The book also takes us to the heart of the matter that led many young people like Apire and Erabu to join the lord resistance army war. This is because they had lost hope and were living hollow lives. Therefore the Novel help learners to avoid any near occurrence f war that can lead to loss of lives and poverty in the country. It is in line with UNEBS aims to enable learners to acquire and develop knowledge about the emerging needs of the society. REFERENCES Fernando Oyono (1966) Houseboy (Translation by Reed, John): London: Heinemann. Thomas Hardly (18474) Far from the madding crowd. London: Everyman. Morgan: Roseman :( 1986) women and sexuality in the novels of Thomas Hardly. London. Donavan Frank. The children of Charles Dickens, London Laslie Frenon 1968 Pg 61. Azadeth Davoudi Fan-Talking of the Victorian society. Women’s self-determination in Thomas Hardly’s far from the madding crowd.vol.1 issue 3, 2013.

Select any literary text novel, movies, play, poem, song, art, and justify why it should not circulate in the Ugandan public .refer closely to the anti-pornographic act 2014: Ntegeka Jovia

There various definitions of pornography but they all center on stimulating sexual excitement as shown below, According to Merriam Webster pornography refers to movies pictures magazines that show or describe naked people or sex in a very open or direct way in or to cause sexual excitement. Pornography also refers to the depiction of erotic behavior intended to cause sexual excitement. According to the anti pornographic bill, pornography refers to any representation through publication exhibition, cinematography, and indescent show information technology or by whatever means of the person engaged in real stimulated explicit sexual activities or any representation of sexual parts of the person for primarily sexual excitement. The antiponorgraphy bill was signed into law by H.E Yoweri Kaguta Museveni on the 6th February, 2014; this was signed so as to establish acceptable codes of conduct in society and also to prevent crimes. Pornography in Uganda is prohibited and according to subsection one, a person shall not produce, traffic in, publish, broadcast, procure, export-import, sell, or abet, any form of pornography. In subsection two ,a person who produces or participates in the production of or traffics in ,publishes broadcasts, procures, exports, or in any way abets pornography contrary to subsection one commits an offence and is liable on conviction to a fine not exceeding five hundred currency points or points or imprisonment not exceeding ten years or both. There are various materials that should not circulate in Ugandan public these include mostly novels, poems, songs, and movies because they contain explicit show of sex and the language used is immoral. The above mostly circulate from the internet and according to the act internet service providers who by not using or enforcing the means to procedure recommended by the committee to control pornography, permits to be uploaded or downloaded through its service any content of pornographic nature , commits an offence and is liable , on conviction to a fine not exceeding five years or both the penalty is if a publisher or broadcaster or internet content developer or dealer in telephone related business or internet service provider commits an offence under subsection one the court convicting that person may for a subsequent offence, by order ,suspend the business. The following are some of the definitions for the key word used in the ant pornography bill the first is procure which means to purchase or obtain or to import or being found in possession of or custody of or being found viewing in a premise, any matter prohibited by the committee for appropriate anti pornography purpose such as education and sensitization by personnel approved by the committee. Publish means to put out written information or make available written information to the public or any person or through any print medium. Traffic means to deal in or cause or permit or aid the prisoner or circulation of pornographic matter by way of trade or publishing or entertainment or programming or unrestricted internet access or any other means or purpose. In this case a song entitled I just had sex by sung by the lonely island featuring Akon from the album turtleneck and chain was released on January 8th 2011 recorded in 2010 the length is 2:48 means produced by Dj Frank, the lonely island members include Andy Samberg, Jorma Taccone and Akiva Schaffer with guest appearances of Jessica Alba Blake lively and john McEnroe. The song was banned in some countries because of its sexual content it sold over 250000 digital copies in America in its first two weeks the video was posted on you tube and has so far gained over 230 million views. The following are the reasons as to why this song should not circulate in Ugandan public; The song can cause sexual stimulation in a person and mostly the teenagers who have no control over their bodies due to the fact that they aren’t mature enough to make reasonable decisions this song seriously stresses how sex is good and thus encouraging everyone to try it out this therefore misleads the young generation in such a way that they start looking at sex as a means of entertainment on top of that having it earlier than expected they will tend to have sex with out putting in mind the dangers or outcomes of sex like unwanted pregnancies, HIV/AIDS, and other sexually transmitted diseases hence this song should not circulate in Ugandan public. The song contains a series of sexual or dirty words such as penis, vagina, and these are highly used this therefore cause miss use of language in the young and also adults at large because these words are used without fear this will contaminate the language of the people in Uganda because they will start uttering any kind if word that they think of and this is Africa there are some words that cant be uttered due to the fact that they are obscene or vulgar hence eroding culture There is a verse saying that the song is dedicated to them girls that let us flop around on top of them and also thanking the girls for fucking them this greatly demoralizes the women in other words they are looked at as sexual objects and nothing else thus they should not circulate in the Ugandan public. The song also causes moral decay and intoxication of the mind just because sex is explicitly and directly talked about people get the urge to have sex and sleep with any one that is why these days people do have it in the open on the beach mostly regardless of any one looking. In conclusion, this song should not circulate the public of Uganda due to the fact that it explicitly or directly talks about sex in the open which causes or increases sex misconduct and prostitution.

WHAT IS LITERARY CRITICISM: Agwanga Lucy, Atizoyo Judith, Mbabali Desire, Muhindo Karen and Nalubanja Joyce Namusisi

The literary critic attempts to understand literature: he arrives: he analyzes , interprets, evaluates, judges and compares works of literature, literary philosophies, literary methods and techniques and literary forms and traditions; he examines the relationships among the various qualities of literature in their larger meanings to culture and civilization(Snipes,1970). Strictly defined, literary criticism refers to the act of interpreting and studying literature. A literary critic does more than simply discuss or evaluate the importance of a literary text rather seeks to reach a logical and reasonable understanding of not only what a text’s author’s intention for it to mean but also what different cultures and ideologies render it capable of meaning(Joseph n.d.). Literary criticism refers to a genre of writing whereby an author critiques a literary text, work of fiction, a play or poetry( Saylor foundation n.d.). Literary criticism according to Austin Bukenya refers to a kind of text technology where the critic approaches texts as sets of signifying systems. Aristotle came up with description, evaluation and analysis of literary works. He developed the terms mimesis and catharsis where mimesis is the view of art as imitation and representation while catharsis is to do with the impact of the work of art on the readers’ feelings. A nineteenth century literary critic, Matthew Arnold as quoted by Bressler(2003) describes literary criticism as “A disinterested endeavor to learn and propagate the best that is known and thought in the world.” Literary criticism involves three aspects that are elaborated below: THE WRITER: This is the one who produces the text that is to be or is criticized. The writer is open to all experiences that are the same as those undergone by others around him or her. That is to say, the attitudes, moods, values about life in the work of art are a result of the writer’s way of life. This is why it is very important to find out about the historical background of the writer, the meanings attached to the words used by the writer in the text as per its production time, the society for which the text was written and also the beliefs and attitudes ( socio-economic and political) held during the time of writing the literary text. THE TEXT This is what is criticized for without it literary criticism is unnecessary. However, for literary criticism to be a success, the form of the words used in a given text has to be clearly understood and respected for the sake of retaining the meaning that the writer intended. THE READER This is the one who criticizes the text and without whom literary criticism is non-existent. The reader is exposed to the same moods, feelings and attitude of the writer through the text. The reader brings the text to life as he or she acquires all kinds of impressions. These impressions vary from reader to reader in relationship to their ages, tastes and preferences, and so on. For instance, what may make a child laugh may not do so for the adult. Every reader comes with their own experiences, knowledge, beliefs and attitudes to a given work which influence their response or impression of a given work of art. Literary criticism also has five basic approaches that can be referred to as the 5Rs as elaborated below: Read This is where the text is consumed so to say internalized by the reader as he or she cannot criticize it without having read the text first. Respond Here the reader’s emotions are put to the test moods,, attitudes are aroused by the writer through the text. For example, a reader may cry laugh, get disgusted, irritated, scream, fear,all because of the text. This is his or her response. Research The reader sets out to find out more about the text, what criticism has been made about it, the history of the text in terms of the author, the time in which it was written, the language of the time in which it was written. In so doing, the reader is able to understand the form of the text and the writer’s intention for producing the text. Review The reader here analyses and puts into perspective what he or she has read, the response to it and the research on the text. Record The reader then notes down what he or she has come up with from the reading, response, research and the review on the text.

Katumusiime Jacob.pdf

Select any literary text (song, novel, movie, play, poem) art and justify why it should not circulate in Uganda’s public sphere. Refer closely to the anti-pornography act 2014: Katushabe Jean

Anti-pornography act 2014 was signed into law by His Excellency Yoweri Kaguta Museveni on 6th February 2014. It summarizes the expected code of conduct in society to prevent crimes. Pornography means any representation through publication, exhibition, cinematography, indecent show, information technology, or whatever means of a person engaged in real or stimulated explicit sexual activities or any representation of the sexual parts of a person for primarily sexual excitement according to the Anti-pornography Act 2014. Publish means to put written information or make available written information to the public or any person through any print medium. John Francis Onyango one of the lawyers representing the petitioners notes that “the definition of pornography as stipulated in the Act and the use of vague terminology as ‘sexual excitement’ creates an offence that is overboard, vague and subjective in character in contravention of the principle of legality guaranteed by the constitution.” Prof. Sylvia Tamale says; “It presents a significant challenge to the gains made on the legal front around ensuring freedom over one’s body ad sexuality and must be seen as a dangerous step towards further infringement on civil rights and freedom of expression”. Traffic means to deal n or cause or permit or aid the provision or circulation of pornographic matter by way of trade or publishing or entertainment or programing or unrestricted internet access or any other means or purpose. The chairperson of the committee on legal and parliamentary affairs Hon. Stephen Tashobya said “Pornography is prohibited because of the dangers it poses to individuals, families and communities.” It is a threat in a way that some people get addicted to sex due to watching different blue movies. These people show many different sex styles which make people sexually aroused and want to try them out. This in the end leads to sexual immorality, fornication and unfaithfulness in marriages. This further leads to a wide spread of diseases like AIDS or any other sexual transmitted disease that threatens the growth of Uganda’s population. When the bill was introduced, a headline in Daily Monitor read; “Gov’t Tables Bill to outlaw Miniskirts”. The media houses crowned it by terming it as the “Anti-miniskirts bill”. However, all this was feigned because when the bill was signed, it never had any idea of mentioning about miniskirts. Pornography should not circulate in Uganda’s sphere mainly because it encourages or increases on immorality rates in the country for example in a movie “addicted” directed by Bill Woodruff in 2014 sex is the major theme through the main character who is a sex addict. This arouses sexual excitement especially in the teenagers which might lead to rape cases. This further brings about psychological torture to both the rapist and the victim who does harm to the latter. The rapist might be influenced because he is badly in need of sex due to the influence from the movie and regret it later. Miria Matembe a women rights activist argues that putting on short things which is strictly addressed to women is not pornography but instead pornography is on vivid things that lead people/men to fornication and other crimes. She is against the anti-miniskirts law and argues that things like blue movies, romantic literature, songs or any other publication can encourage immorality especially among men a reason to why it should circulate in Uganda’s sphere. This is against culture because it expresses sex as a public matter when actually it is a private matter hence not fitting to be in circulation. Pornography should not circulate in Uganda’spublic because it promotes health hazards like homosexuality and lesbianism which may lead to sexual addictions or spread of sexually transmitted infections. For example though the anti-pornography act,certain songs were put to a ban because of the messages involved. A song by Shakira and Rihanna titled “I can’t remember to forget you” was stopped from circulation in Uganda especially its video on televisions because it was luring people especially the youth into lesbianism due to Rihanna and Shakira’s moves, actions and message in the song. This makes it unfit to be in circulation because it corrupts morals. After passing of the anti-pornography Act 2014, different media houses banned the circulation of some videos especially on television stations like NTV, WBS and UBC. Most Jamaican music videos were stopped from being played on televisions because of their dirty content and messages in the songs. This is because such songs/videos promote indecency especially among the youth who try to copy the changing trends in fashion. Mid this year (2015), the media was restricted from publishing and showing blue movies especially from our fellow Ugandans like Desire Luzinda, Anita Fabiola and Robinah Mweruka by the anti-pornography Act 2014. All these were and are not fit to be in circulation because they encourage moral degeneration, loss of self respect especially to people involved in them and destroys the country’s image. In conclusion, pornography should not be permitted to circulate in Uganda’s public sphere due to different threats it poses to the public. Threats of pornography majorly aim at destroying people’s lives especially the youth instead of being used for the right purpose which could only benefit the married people in some cases. For this reason, the anti-pornography Act 2014 puts a penalty of 250,000 or not exceeding five years imprisonment or both incase one commits an offence through producing, publishing, broadcasting, procuring, importing, exporting, selling, or abetting any form of pornography. References Anti-Pornography Act 2014 Movie: Addicted by Bille Woodruff, 2014

Discuss Cleanth Brooks’ understanding of practical criticism in his essay I.A Richards and Practical criticism: Kabahuma Brendah

According to I.A Richards practical criticism is a discipline that prioritizes attention to the words in a text when engaging in a literary study rather than the circumstances outside the text. Practical criticism is an approach to literary criticism in which the text is approached in universal terms with the little resource to an elaborate reference outside of the text. The text is supposed to be read the way it is. According to cleanth brooks, practical criticism is or requires close to reading but historically it came to mean something much more specific and contentious. I.A Richards called for students to ensure that they read a text without outside reference and practically critic it. Cleanth brooks understand I.A Richards in a way that his work needs and requires close scrutiny without including external experiences, Cleanth brooks says when reading to same text, different people will come with different meaning and understanding. The subject matter should be inclusive, having various supplies/themes this makes the text able to communicate the essay has to be easy to understand Cleanth brooks also talks of the importance of poetry cleanth brooks also says that a poem should be self sufficient and should be independent of biography or effect from the reader and both exclusion and inclusion are great when used. Cleanth brooks also claims that while reading Richard’s work he noted in his comments that the overwhelming importance of context of a poem or the damaging effects of sentimentality, the perils of message hunting, the strong effect of stock responses, the wrong headedness of insisting.

Discuss Cleanth Brooks understanding of practical criticism in his essay , I.A Richards and practical criticism: Nyangoma Beatrice

Practical criticism has been defined differently by a number of scholars according to the way each of them understands it. Cray Morris defines practical criticism as a psychological response to a text and he focuses it on meaning and form. This approach makes the reader think deep and uses his own judgment with out other people’s influence. Peter Barry on the other hand refers practical criticism to close study of alert while isolating it from history and text. Here when reading a text, much emphasis is put on words on page than the external factors like the author’s (his/her) biography. However, on the other hand, Cleanth Brooks understands practical criticism as an approach of reading a text looking strictly to the words on the page and ignoring all the external factors. He refers practical criticism as a discipline that prioritizes attention to the words on the page when engaging in any literary study. Therefore practical criticism involves close reading by the reader while ignoring external forces in order to be able to pass your own judgment. According to the question, Cleanth Brooks understands practical criticism in many ways in his essay I.A Richards. Cleanth Brooks believes that for a person to understand a certain piece of writing, he/she must be able to read the piece of writing the way it is. Because through reading, a person will be able to make a clear response and judgment. “……..for the kind of reading that I practiced in trying to find a sound basis for rejecting what Richards had written was intensive…the sort from which one learns…” page 586. This intensive reading is a basis for discovery, readers will always find answers to their questions through close reading to all practical critics. Cleanth Brooks also believes in reading a text with out the knowledge of the author or external experiences. This is where a reader will read words on a page and analyze them with out any influence of the author’s biography, historical settings and so on. And this kind of reading is good in that, a reader will read wholeheartedly and will make a different judgment and even contribute to the piece of writing than when the author is already know, readers will be biased and hence will only depend on what is already in the text hence no creativity and discoveries will be made. Therefore as a practical reader, one must be able to draw his/her own conclusion and even to judge according to his/her own understanding. When it comes to writing techniques, Cleanth Brooks calls for both inclusive and exclusive poems. Inclusive poems refer to the situation were the poet writes and includes all his personal experiences in a poem, on the other hand , exclusive poems, a poet leaves behind certain elements . Brooks encourages and emphasizes the use of both techniques whereby, exclusive poems will always “…win his unity by excluding elements that are desperate…” This kind of writing will create tension on a reader’s mind and he/she will want to read deep and hence drawing out judgments. Where as inclusive poems will always satisfy the reader “…to secure unity with out having to leave such elements of a poem……” Here the poet might win popularity through his great technique of including everything. Further more, Cleanth Brooks goes ahead explaining that both inclusive and exclusive poems are good in away of securing poetic unity. He brings the importance of inclusion as the heart of a metaphor; it matches very well hence coordinating the union. Still Cleanth Brooks understanding of practical criticism is also based on tone, he believes that the tone that a poet comes out with, can be the unifying factor of a poem. So a poet must be able to bring out a unifying tone, a tone that will bring about unity in a piece of writing. The identity of a poet lies in the tone, his uniqueness lies still in the tone; hence the organization of the poet will only be determined by the tone he or she uses. “…Adjustments of atone could be considered a primary means for qualifying and reconciling the various statement…” on the other hand, it might6 also be “…regarded as an index of the poet’s ability to organize and unify his poem…..” page 591 More so, Cleanth Brooks understands practical criticism into for he discusses in page 594-595, that the only success to practical criticism is through reading. This was evident with Freud, in his theory of psychoanalysis, before he could treat his patients, the first thing he could do was to know the root cause of the illness through interactions with his patient, so this is the same with practical criticism, for one to understand a certain piece of writing, he or she must be able to read hard in order to produce good results in terms of judgment. To cover it all, Cleanth Brooks broadly understands practical criticism as reading the text the way it is, concentrating on the words on the page on which I strongly agree with him because any given knowledge about the author will create and lead to bias of judgment. Cleanth Brooks strongly agrees with I.A Richards though to a smaller extent he does not agree with him

Select a one page extract from any literary text and analyse it using the linguistics structural approach: Katusiime Jackline, Kataike Rebecca, Namulondo Florence, Alitubera Martha Kevin

Linguistics refers to the study of languages. The linguistics structure approach is based on the notion that meaning of a literary text is embedded on the language that the author uses. The levels of language in the linguistic structure approach include ; phonology which involves the study of of sounds in a word or language, syntax involves the study of word order , lexis is concerned with the relationship between diction and meaning of a word, morphology ,semantics, social dynamics and graphology. Graphology refers to the physical appearance of words or texts for instance bolding, italicisation, capitalisation of words, quoting among others. It is also the physical characteristics and patterns of hand writing purporting to be able to identify the writer, indicating the psychological state at the time of writing or evaluating personality characteristics. The English oxford dictionary looks at it as the study of writing which is not at all pseudoscientific and might indeed be an aspect of document examination. The following is the analysis of the text I WILL MARRY WHEN I WANT by Ngugi WaThiong and WaMiiri act three scene one page 90 The word ACT THREE is written in capital letters to emphasize to the readers that the play is not in phases or movements like other plays but it is in acts and it is moving chronologically. It is also capitalised to emphasize to the readers that it’s another act they are looking at .It’s not act one or two but act three. It helps to capture the reader’s attention and arouse curiosity in them so that they can read more and find out what is taking place in that particular act. The word scene one is bolded to emphasize to the readers that it is scene one they are looking at and it is moving in steps. The italicisation of the words in the scene. The words in the scene are in italics and are describing kiguunda and Wangeci’s home how they have changed from a poor setting to a quite average setting of rich people. They have bought new items in the house such as plates, cups, dining table, new clothes among others. The words are italicised to emphasize the new setting that is being looked at and also draw the reader’s attention to the new setting such that they can compare it to scene one act one. The words are italicised because the writer wants to hide the emotions in that particular scene. As readers we come to understand that the characters in the scene are very happy because they have also attained the things they have always admired from the Kioi family. The name KIGUUNDA and WANGECI are in capital letters and bolded. This is to show to the readers that they are the main characters and people of interest in the act, they are also the people who are affected by the situation that is being described in the act. The word ‘Christ is the head’ is put in inverted commas to show how people especially in this family have been fooled in the name of religion. The Kioi who are rich have that symbol in their house and also persuade Kiguunda and Wangeci to buy it with pretext that God is the provider. Through religion their hearts are softened and kioi succeeds in steeling the only acre of land that Kiguunda and Wangeci possess. The crowding of the words in the scene show that the writer is an introvert and likes crowds. The crowded words also at the new life that Kiguunda and Wangeci have attained. That is a lot of items that have been brought in their small house for example a radio, new plates and cups, clothes, dining table among others. The subscription ‘’Christ is the head ……’’ is left incomplete. The writer leaves it incomplete so as to create suspense into the readers to critically think about the words that exceeds the subscription. It is also left incomplete because the writer assumes that the readers have met it before in the later scenes when he is describing Kioi’s house. The commas are to create pauses in the extract for example ‘Wangeci in turn goes to it, dusts it….’ and also emphasize the jolly mood in the house. In conclusion, graphology looks at the structure of words in a language, most especially capitalisation, bolding, italicisation among others as analysed above. REFERENCES; ➢ I will Marry When I want, Ngungi WaThiongo and Ngugi Wa Miiri: Act three scene one Heinemann Educational publisher Halley court, Jordan hill, Oxford ox28EJ, p.91 ➢ Wikipedia; The definition of graphology