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Eat NAMIBIA UNIVERSITY OF SCIENCE AND TECHNOLOGY

DEPARTMENT OF COMMUNICATION

Master of English and Applied Linguistics (QOMEAL)

Stylistics

(STY 911S)

Second Opportunity Examination

July 2017

3 hours

100

lofi

4 (including cover page)

INSTRUCTIONS:

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Answer ALL the questions.

Read all the questions carefully before answering them.

Give yourself time to read through your answers BEFORE you hand in

your script in order to check for errors.

Marks will be deducted for errors in punctuation, grammar or

spelling.

Dictionaries and set texts are not allowed into the examination room.

Examiner: Dr Haileleul Zeleke Woldemariam

Moderator: Dr Nelson Mlambo

SECTION A: ANSWER BOTH QUESTIONG......cscsssscscsscsscerscnscsssecsscessesssesersensensees [30 MARKS]

1. The formalists are mainly textualists in that they regard the stylistic features of a

particular literary text as productive of an empirical unity and completeness. They

perceive the literary text as a cohesive unity of patterns, structures and effects. On the

basis of this argument, discuss some of the fundamental principles of formalist stylistics.

Use examples to support your answer.

(15 MARKS)

2. Both formalist and functionalist models of stylistics place sentences and texts in the

center of any form of interpretation and analysis respectively. They are chiefly text-

immanent models. Traditional stylistics focuses primarily on linguistic features

observable in the text (parallelism, lexical patterning, metaphors, etc.) that contribute to

the overall meaning of a text. On the other hand, cognitive stylistics looks not just at the

text, but at the mind’s contribution to reading. On the basis of this argument, discuss

some of the fundamental principles of cognitive stylistics. (15 MARKS)

SECTION TWO: PEDAGOGICAL STYLISTICS.......sssssssscsssesssessersscescesseseesareasesseneceneesanees [30 MARKS]

3. To increase the relevance of literature teaching in a tertiary language classroom, the

approaches and literary texts must be judiciously selected. Reviewing the various

approaches, state the relevance of literature teaching in the Namibian context. What

should be the criteria for the selection of literary texts to advance the roles of literature

teaching and learning in Namibia? Providing examples, write a critical essay.

SECTION THREE: TEXT ANALYSIS.......cccscssssssessscscrcsscesesnsesesssnsssrcesceesnssaesassusesscsees [40 MARKS]

4. The politeness principle is a series of maxims, which Leech has proposed as a way of

explaining how politeness operates in conversational exchanges. Leech defines

politeness as forms of behaviour that establish and maintain comity. That is the ability of

participants in a social interaction to engage in interactions in an atmosphere of relative

harmony. In the Namibian context, Namibian drama in English can be taught at tertiary

level using a pragmatic stylistics methodology with the aim of developing the pragmatic

competence of the second language learner. Using a pragmatic stylistics analysis and

interpretation of the dialogue below, explain the relationship between Mr. Basson and

the learners of Jabula High School. How does explaining the relationship between Mr.

Basson and the learners using “Politeness Maxims”, support the improvement of

pragmatic competence in the Namibian context? What are these politeness principles?

How does pragmatic stylistics support the teaching and learning of drama? Write an

argumentative essay. Use the dialogue given below.

MR. BASSON: Please, Mr. Hangwe, calm down. Have a seat and listen to what | have to say.

(Mr. Hangwe sits on his chair). As | told you yesterday, the School Board, the Director of

Education, and the Student Representative Council met last night. The shocking behavior of

some learners at this school was discussed. We went through all the records and shortlisted

..blacklisted....until we decided who the trouble makers, or shall | say the rotten apples, are.

These we will get rid of once and for all. (There is murmuring as the tension rises among the

learners). The following learners will be expelled from this school. When | call your name,

take what is yours and go. Leave behind what is not yours. (The learners are now very

nervous as Mr. Basson starts reading the names) James Aixab!

JAMES: (Stands up, roughly picks up his bag and starts walking out.) Yeah! Who cares about

this damn place. There are many other schools.

HERMAN: (Acting cool). Aooh-yeah! I’m outta this place bros.

MR. BASSON: Michael Booysen!

MICHAEL: (very sad and worried) | don’t believe this. | just can’t believe this. Now where am

| going to go? What will become of me?

MR. BASSON: Clemence Kanjii!

CLEMENCE: (crying) I...I...1 am innocent. | am not gonna leave this here. I’m gonna fight it.

MR. BASSON: Barabas Nuseb!

BARABAS: (apparently feeling nothing). Well, who cares about this. I’ll see you on the

streets. Look out for me, I’m gonna be very mean.

MR BASSON: Johanna Matuis! (There is a murmur in the classroom)

JOHANNA: (Shocked) But what did | do wrong? What did | do? This is all because of you.

(Pointing to Janet)

MR. BASSON: And lastly, Janet Katjikuru!

JANET: (Offended). This is unfair. | can’t be expelled. This will not be left here. Just wait and

see. (All the learners whose names have been called are gone. The atmosphere in the class

is still tense. Everybody is silent. Mr. Basson turns to Mr. Hangwe.

(Source: Haakskeen, Petrus. (2002). The Rotten Apples of Jabula High School in Zeeman, T.

(ed.) New Namibian Plays (Vol 2), Windhoek: New Namibia Books. p. 217. )

The End